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SUBJECTS 



Page 

Introduction -. 5 

I Preparation 7 

II Direct Ethical Instruction During the War 9 

III Training of Workers for the War 11 

IV Increasing Food Supplies 16 

V Conserving the Food Supplies 21 

VI Making of Products 23 

VII Salvage ._ 33 

VIII Art Posters and Announcements 35 

IX Civilian Relief 37 

X Liberty Loans 39 

XI Drive for Thrift Stamps 42 

XII Cash Contributions from the Schools 46 

XIII Co-operation with Other Government Bodies and 

with Public and Semi-public Organizations 54 



INTRODUCTION. 

No social activity can escape the influence of a great war. 
This is as true of the public schools as it is of business or the 
home. The problem presented was whether that influence 
should be one that would tend to interrupt the regular course 
of instruction, or to benefit it. 

Almost from the beginning it became obvious that if the 
schools were to undertake additional labors by adding to an al- 
ready full program, it would scarcely be possible for them to 
accomplish the work for which they were designed. It was found 
easy, however, actually to improve the work of the schools, not 
by adding special activities, but by permitting such special ac- 
tivities to displace those already existent. This meant that the 
whole scheme of administration, the curriculum and the method 
of instruction were modified and in some cases almost revolu- 
tionized, so that all of the so-called "war activities" became of 
themselves a valuable means of education. 

Careful discussion with the teachers leads to the belief that 
the extraordinary effort put forth by the pupils under their 
guidance, not only served to vitalize the whole educational pro- 
cess, but that it also afforded actual experience in work performed 
in obedience to a direct emotional appeal, as evidenced in lessons 
which up to this time had tended to be rather formal in method 
and sterile in results. 

Because of lack of training in their membership in ex- 
ecutive labors, it is probable that many of the volunteer com- 
mittees and councils established throughout the country, were, 
for a time, slow and clumsy in their operation. This was not 
the case when the public schools undertook work for the war. 
Certainly, in the American state, no organization can so easily 
and so promptly reach the homes of all the people as can the 
public schools. This was easily proved to be the case in Los 
Angeles. 

This publication is made primarily for the information of 
the school officials and other citizens of Los Angeles who have 
been interested in this work. Inasmuch as the schools of every 
American city have contributed in more or less degree to the 
activities described, it may be that the experience of the Los 
Angeles Schools will prove of interest outside of this city, not 
so much for the volume of the work that has been done — though 
that is not inconsiderable — but because out of the doing have 



come suggestions that might be susceptible of useful extension. 

This introduction would be misleading, however, if it im- 
plied that at the beginning, the very extensive changes in school 
administration and method did not entail extraordinary labor 
on the part of both the children and teachers. A school system 
does not so readily lend itself to a rapid change as to escape 
some penalty of effort. The teaching force o fthe city, and the 
children of the schools, deserve great credit and deep apprecia- 
tion for the things they have done. It is a matter of gratification 
that the Board of Education, as well as various public bodies, 
have given sincere expression of the high estimate in which they 
hold the teachers of these public schools, because of their un- 
limited patience, great enthusiasm and unstinted energy, in im- 
proving the educational process and in serving the nation. 

In expressing my own obligations to members of the teach- 
ing force, it is difficult to select any names without including 
all. Nevertheless, I believe a word of special mention is due to 
the chairmen of the various committees who dealt directly with 
the Red Cross: the Supervisors, Miss Etta P. Flagg. Miss May 
Gearhart, Mr. C. A. Kunou, Miss Ella M. Nevell, Mr. Chas. L. 
Edwards, Dr. Irving Bancroft. Mr. Claytno F. Palmer, Miss 
Bertha Breckenfeld as well as Miss Ethel P. Andrus, Principal 
of Lincoln High School, Miss Sara Dole of Manual Arts High 
School, and my associate Mrs. Susan M. Dorsey, who represented 
i^his office in the activities of the Red Cross shop. 

The work could not have been completed, nor the data for 
this report prepared, had it not been for the untiring energy of 
the teacher assigned to War Work by the Board of Education — 
Mrs. Porter Elizabeth Ritchey. 

In carrying out this plan of patriotic education, it has been 
necessary to request special consideration on the part of the 
Board of Education, its committees and members individually. 
This is true both of the members whose terms expire during 
June. 1917 and the present Board of Education. Had it not been 
for their readiness to give to all requests immediate attention 
and whole-hearted encouragement for any of the activities in- 
tended to promote in the minds of pupils a sense of love of coun- 
try and obligation to it, there would have been innumerable de- 
lays which would, in many cases, h^ve rendered it quite difficult 
to accomplish this work. Their attitude has made the prosecu- 
tion of the labor of this office exceedingly pleasant. 

ALBERT SHIELS, 

Superintendent. 



I. PREPARATION. 

On the day war began, members of the advisory corps of 
the Los Angeles Schools, including the principals of the schools, 
met in the office of the City Superintendent to discuss the part 
which the public schools of Los Angeles should take. This was 
but the first of many meetings, all of them notable, not only for 
their enthusiasm, but for the value of suggestions which were 
subsequently incorporated into the school work. It was at once 
determined that casual contributions, imposed on the school work 
as additional activities, however valuable in themselves, would 
impede the work of education. The first important thing to be 
impressed on the school force was the serious significance of 
the fact that our country was at war, — a fact whose importance 
seemed not at first to have been realized, or even dimly ap- 
preciated by people generally. It was essential that the school 
department, as the educational agent of the state, should ap- 
preciate the fact from the beginning. 

It was determined to adopt five definite policies : 

(1) CHANGE IN CURRICULUM AND METHOD. For 
the ordinary school activities there were to be substituted war 
activities whose significance for education should be as importai^ 
and as direct, as had been those which they displaced. (See 
page 57.) 

(2) DEFINITE LIMITATION OF ACTIVITIES. It 
wasresolved to limit direct co-operation to organizations bear- 
ing official government sanction and approval, — a policy that, 
with one exception, was consistently observed, 

(3) CENTRALIZATION OF RESPONSIBILITY. The 
various kinds of work were assigned to corresponding central 
committees through whom all requisitions were received and 
distributed among the various schools. New committees might 
be added from time to time. It was also required of any quasi- 
government activity, such as the Red Cross, that it appoint a 
corresponding central committee which would assume full re- 
sponsibility for furnishing material, ordering requisitions, out- 
lining demknds, etc. In this way individual Red Cross chapters 
worked through their own Central Committee ; individual 
schools and classes through theirs. (See Circular No. 7, page 65.) 



(4) ALL WAR ACTIVITY WAS TO BE PRIMARILY 
EDUCATIONAL. This forbade multiplication of the same pro- 
duct by one individual, once the educational value to the learner 
had been gained. The large number of pupils permitted the 
production of much material without sacrifice of educational 
values. 

(5) CLERICAL RECORDS TO SHOW THE WORK 
ACCOMPLISHED. All of these things were not decided at 
the first meeting, although from the beginning it was agreed 
that definite policies should be established and clearly stated 
for the benefit of the teaching force so that all misunderstanding 
should be avoided. The details of the work of the committees, 
and their membership, are given in the appendix. (See Direc- 
tions, Circular No. 6, page 65.) 




A School Garden 



II. DIRECT ETHICAL INSTRUCTION DURING 
THE WAR. 

The problem of ethical training in the public schools has al- 
ways proved a difficult thing. Even though the schools devise 
an effective method of moral training, nevertheless, the short 
period during which they are in session scarcely serves to 
neutralize other influences, whether in the home or on the street, 
when these influences may prove unfortunate or vicious. 

Yet, if we consider the school by itself, ethical instruction 
must take cognizance of the fact that there can not be a consistent 
set of motives among a great number of pupils, even though they 
be under the supervision of one instructor. Such motives may 
run the wohle gamut of human incentives from those which in- 
volve only immediate sensory satisfaction in one child to those 
which find expression in the realization of high ideals in an- 
other. There are, too, wide dicerences in the personality of in- 
structors and in the policies of the various school administra- 
tions. Both of these may exert a very great influence through 
the operation of the initiative instinct among children. More- 
over, a school is at best an artificial organization and, although 
it may afford opportunity for training in habits, such habits are 
developed under conditions that rarely exist in the ordinary 
relations of life. 

In general teachers feel that verbal instructions in ethics, 
though not a negligible method, tend to be uninteresting and 
sterile. Even good literature will develop correct moral attitudes 
more easily than it can elicit correct moral reactions. It is the 
life of action that counts. In a community which requires the 
making of ethical judgments constantly, and the giving of 
ethical responses to them, a rapid development of character fol- 
lows, whether for good or ill. Discussion concerning the war, 
and contribution made as a result of it, stimulate interest so 
that the life of the school becomes more real. This is not an ar- 
gument for war, but rather an argument for a more vital school 
life. Children measure motives, find reasons an3 give service. 
Where there had been no definite policy in ethical instruction, 
these new activities have exercised an excellent influnce. (See 
Making of Flags, Circular No. 1-A, page 84.) 

It is for this reason that every effort has been made to place 
in the school one constant idea, which, though not complete, is 
definite in itself. This idea is that instruction and service are 
to be based on the conception of patriotism and personal sacrifice 
for country. It might be a reasonable argument to advance, that 
when compared with the ideal of universal brotherhood, pa- 



triotism is relatively a narrow thing. But universal brotherhood 
in time of war is scarcely an incentive, whereas patriotism is 
a very real one. Moreover, patriotism is a much broader con- 
ception than preservation or benefit of self. There are many 
who feel that in recent years American individualism has tended 
to make our people rather indifferent to the debt which each 
citizen owes to the state. Too often the schools are conceived 
less as a training ground in which pupils are to learn to serve 
society, than as devices by which they are to provide for their 
own aggrandizement. The demands of war have but hastened 
a new idea — that in such a complex social state as ours, no 
society, especially no democratic society can survive when based 
on a selfish individualism. The war activities in the schools have 
constantly emphasized the idea that each pupil give something 
of himself that he may help his country, and that in so doing he 
is ultimately in some sort a beneficiary. 

Almost at the beginning of the war the Board of Education 
directed the Superintendent to call the attention of the principals 
and teachers to the necessity of inculcating lessons of loyalty to 
the government. 

The various activities described in this report illustrate the 
method of accomplishment. For example, in the conservation 
of food, the aim is not only to teach a more economical home 
life, but a saving of food for the army and the allies. Lessons in 
physical development impart the need of a sound and active 
body, not only for individual welfare, but because the state needs 
strong healthy citizens. The purchase of Thrift Stamps emphasizes 
thrift not as a mere prudential morality, but as a contribution 
to the nation's welfare. So may examples be multiplied. 

Besides the activities hereinafter described, the curriculum 
was modified so as to provide for instruction explaining the 
cause of the war and the new social problems which are bound 
to follow during the development of war and at its conclusion. 
(See Circular No. 15, page 78.) Mass meetings of teachers were 
held at which addresses were made on the need of service and 
on the significance of the war for civilization. 

It is a subject of congratulation that there has scarcely been 
any evidence of disloyalty among 80,000 young people, pupils 
of the Los Angeles City Schools, whose parents represent every 
shade of political thought and every kind of race and nation. This 
is extraordinary, and it is an illuminating comment on the work 
of our public schools. 

In order to insure understanding of the duty of teachers 
and children during the war, there was read to all pupils mature 
enough to understand its contents, a letter on Loyalty. 
A copy of this letter is contained in the appendix. (See Circular 
No. 8, page 68.) 




A Class of Sheet Metal Workers 



III. THE TRAINING OF WORKERS FOR WAR. 

This may be divided into three parts: — 

(a) Training for trades and commerce. 

(b) Training for nursing. 

(c) Training for miHtary service. 

(a) TRAINING FOR TRADE AND COMMERCE: As 

early as May 27th, 1917, ere the war was two months old, tabula- 
tions showed that the schools had prepared for the various com- 
mercial and industrial occupations young men and women who 
were competent to give immediate service to the government. 
At the close of June 1917, a survey showed that the number 
of students in the high schools who had completed courses which 
could be applied in aiding the government in the war was as 
follows : — 

SHOPS. 

Boys ready to run auto truck 476 

Boys ready to repair auto trucks 196 

Boys trained for - 306 

Boys trained for foundry work :. 157 

Boys trained for pattern making 72 

Boys skilled in wood-shop work 147 

Boys who can be used in field work and surveying 29 

Boys skilled in printing 60 

Boys who can prepare mechanical drawings for army equip- 
ment and apparatus - 280 

11 







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Future Electricians for the Government 



COMMERCIAL. 

Boys Girls 

Pupils ready as stenographers 81 298 

Pupils ready as typists 155 398 

Pupils ready as telephone operators - 55 113 

Pupils ready as stock clerks 160 156 

Pupils ready as routing clerks 70 59 

SCIENCES. 

Boys licensed as wireless telegraph operators 63 

Boys trained in chemistry beyond first year work 172 

Boys trained along electrical lines, e. g., in the installation 

of ground telephones 75 

These students were not trained especially for military 
service, but they were ready on call. 

At the request of the government, classes were opened in 
the day, evening and high schools for radio and buzzer operators. 
In January 1918 classes were opened on the military reservation 
in the school district, to teach soldiers the common branches of 
French. At this writing arrangements are being made to extend 
these classes so as to include mathematics and to establish a 
school on the naval reservation as well. 

It is probable that if the war continues, there will be further 
use of the public school facilities for men who have been regis- 
tered and who are awaiting call to the ranks. Intensive training 

12 




A Class in First Aid 



is possible, not only for officers, but for privates as well, when 
arrangements are entered into by which the schools can under- 
take, with their existing force, to train those men in the technical 
branches who are about to enter military service. Preliminary 
training of this kind would certainly reduce the total time that 
must now elapse before such persons can be assigned. Further, 
by this method the number of skilled workers could be greatly 
increased without loss of time. 

(b) TRAINING FOR NURSES: Under the supervision 
of the Red Cross, there were trained, in the intermediate and 
high schools, nearly 3,500 girls; 791 in home nursing and 2,664 
in first aid. 

It is not to be assumed that a course like this is anything 
other than preliminary. Actual training for war nursing would 
require very much more drastic preparation and a much longer 
time than high schools can afford to give with their present 
euipment and opportunity for practice. Such a training, how- 
ever, may be considered introductory to a nursing course and 
where the necessities are severe enough, as an apprentice period 
for learning to become nurses' assistants. 

(c) TRAINING FOR MILITARY SERVICE: There 
has been much discussion concerning the value of military train- 

13 




Class in Drafting 



ing in the high schools. Up to a year ago the preponderance of 
opinion among educators was apparently against it, this feel- 
ing, no doubt, being due to the fear of developing a spirit of 
militarism. It was felt that whatever values might be yielded 
by military training could, in a democracy, be equally well ob- 
tained by other methods. 

A single year has brought many changes, and among them 
a keen realization that the country is woefully in need of trained 
men. It is not yet evident that the establishment of the present 
large army has created among the people a spirit of military 
domination. Americans are no fonder of larger standing armies 
than they were before. They have come to understand, however, 
that great emergencies arise, and the nation which desires to 
preserve its rights and institutions must be prepared. 

If the government itself were to provide for military train- 
ing as a general policy, it is probable that the schools would not 
need to take any responsibility for it independently. In view 
of recent experiences in the nation, it is logical that until such 
provision is made, the schools, while preparing citizens to serve 
the state, may well consider some elementary form of military 
training. 

If the selection of a curriculum is to be determined by the 
preference and interest of the pupils, then so far as the students 
of the high schools of Los Angeles are concerned, a system of 
military training should be established. A year ago there were 207 
students receiving such training in a single Los Angeles high 

14 



school which had maintained a military company for many years. 
Without any effort by supervisory officials, but in answer only 
to the very positive demands both of students and their parents, 
the enrollment in a single year has increased from 207 to 1053, 
in four high schools, with pending applications for a yet further 
expansion of the facilities for military training. 

In a larger and more important sense, the schools of this 
city, in common with those of every city of the country, have 
for years been training our men for citizenship, which means 
service to the state, whether in war or in peace. The work per- 
formed by our public schools explains the relative facility with 
which our national army of two million men has been enrolled 
and prepared in so short a time. Most of the members of that 
army have passed the school age. It is worthy of mention, how- 
ever, that since the beginning of the present war; that is, within 
the past eight months, the students in high schools and junior 
colleges of Los Angeles have contributed to the American army 
and navy 533 soldiers and sailors. 

As an example of service this is inspiring. It is, however, 
worthy of consideration even if military values only be con- 
sidered whether a nation may wisely use for ordinary military 
duties, those who might be many times better prepared for 
service, if larger opportunity for education were afforded them. 
In war or peace the nation needs educated men and women. 




Gun Wipers for the Front 




Partners in a Home Project 



IV. INCREASING THE FOOD SUPPLY THROUGH 

HOME GARDENS AND REORGANIZATION OF 

AGRICULTURAL INSTRUCTION. 

ELEMENTARY SCHOOLS. 

One of the first demands of the war was for an increased 
food supply. 

In Los Angeles the school gardens have long been a notable 
feature of the regular school activities in the elementary schools. 

The problem was to increase the area which was to be put 
under cultivation. To do this, involved many supplementary 
activities: investigations into new sites that might be employed 
without extra cost ; multiplication of home projects ; obtaining 
of seeds and plants for propagation; methods of getting teams 
and labor for plowing; provisions for irrigation; finally, the 
promotion of a general desire among citizens to co-operate with 
the schools so that the government might be aided in its 
program. 

A copy of the first circular was issued to the principals a few 
days after the beginning of the war (see page 59). This out- 
lined certain preliminary steps and notified the principals of the 
appointment of additional continuation teachers to supervise 
home garden projects. 

Within six wee)?s the department had included in its labors 
a record of many vacant lots and their ownership ; adequate 
provision for giving expert advice on soils and planting; the 

16 










..*Maa| 




One Boy's Project 



distribution of many thousands of plants from school gardens to 
the various home gardens ; the lending of tools to those unable 
to purchase them ; the giving of lectures to Parent Teachers' 
Associations and other public bodies. In close co-operation with 
the Municipal Home Gardening Committee, the schools agreed 
to investigate a number of requests for free seeds, free plowing 
and free water. That Committee, which had given excellent 
service to the city, furnished to the schools all the aid that it 
could use in prosecuting its program for a larger food supply. 

Many thousands of plants, cabbage, tomatoes and peppers, 
etc., were sent to home gardens from the various school gardens. 
Provisions were made for the addition of fifty new cold frames 
to help in the work. 

As a result of this labor, 14,012 pupils in the elementary 
schools alone became regularly engaged in gardening outside of 
school hours. The amount of additional acreage put under in- 
tensive cultivation by the children in the elementary schools 
was 1062.16 acres. 

An increase in acreage like this is significant, not only for 
the amount of the product, but for its educational values. The 
pupils who entered upon the work were enrolled as "Soldiers 

17 



of the Soil." Their efforts were conceived in terms of patriotic 
service and they so understood it. The school gardening move- 
ment itself gained a tremendous impetus. A great number of 
pupils now understand the significance of gardening in the home 
as never before, so that home gardening rather than school 
gardening will be emphasized in the future. 

The work of the elementary pupils in home gardens was 
continued throughout the summer season under school super- 
vision. 

HIGH SCHOOLS. For a long time several excellent de- 
monstration gardens have been maintained in the high schools. 
High school gardening has lately come under the direction of 
a single supervisor and elaborate projects in home work are 
being planned concerning which it is impossible at this time to 
make any complete statement. Report of this work will be 
available at a later date in a separate publication. It may be 
affirmed in general terms that the acreage under cultivation by 
high school students was greatly increased from the beginning 
of the war. As in the elementary schools the work was con- 
tinued throughout the summer. 

Some of the high schools in Los Angeles are situated in 
what may be termed rural, or semi-rural, districts. As an ex- 




High School Boys of Los Angeles Saving the Beet Sugar Crop 

18 



ample of what has been accompHshed in such high schools, I 
select as typical ,the report of Van Nuys High School situated 
in the San Fernando Valley : 

"Our war work began immediately after the declaration of 
war in April when the beet crops here in the San Fernando 
Valley were threatened because of the shortage of labor. Our 
student body, with patriotic enthusiasm, agreed to open school 
at 7 :20 every morning, in order that the boys of the school might 
assist in thinning the beets and at the same time keep up their 
school work. The boys who worked in the fields attended school 
until eleven o'clock and were then conveyed by machines to the 
various ranches where their labor was needed. During the three 
weeks and two days from April 12th to May 5th, these boys, 
averaging about sixty, who did this work, either at home or 
away from home, saved outright over one hundred and six acres 
of beets, earning $1,358. This work was carefully supervised 
by the Principal of the school and by the instructor in Agric- 
ulture. 

Enthusiasm and work did not stop when the beets were 
saved. The boys had proved that they were in earnest and that 
they could do entirely satisfactory work. From that time to June 
30th the boys doing agricultural work brought their earnings 
up to $2,642. 

In the meantime by a unanimous vote the boys interested 
in athletics agreed to plow up their base ball fields and to plant 
beans. Money for the seed beans was voted by the student body. 
Work in preparing the soil and in planting was done by the 
boys. The crops harvested from one base ball field, after school 
commenced this fall, amounted to 2,417 pounds of cleaned beans, 
which means 2,417 pounds of beans added to the nation's food 
supply. It means also that about $300 will have been added to 
the student body fund to be devoted to aiding Red Cross, the 
Red Star and the Y. M. C. A. organizations. Besides this, plans 
are being made to reserve enough first class seed beans from our 
crop to replant the base ball field in the spring. 

For a period of about four weeks, since school opened in 
September, 1917, a group of boys averaging from four to ten, 
has been working in the potato fields after school hours and on 
Saturday. This is done under careful supervision and is proving 
satisfactory. At present the pay amounts to 27 ^c per hour. Pay 
will be increased for those who increase their efficiency. 
Gradually new groups of workers are to be formed with the 
most efficient of the present group of supervisors." 

In concluding the reference to the work of gardening, men- 
tion should be made of the contribution of high school students 

19 



throughout the city to the sugar beet situation in San Fernando 
Valley. The employment of these students was not authorized 
until an investigation had shown conclusively that other labor 
was not obtainable and that without the assistance given by the 
high school boys the crop would be gravely threatened. As no 
other labor was available, and as it was a matter of public policy 
that the supply of food stuffs should be conserved in every way 
possible, the high school boys, first of San Fernando, and later 
of other city high schools, were permitted to enter the beet 
fields, subject to three conditions : parental permission, school 
recommendation and supervision, and the receipt of full market 
wage; i.e., $6.00 per acre. This employment was authorized 
only because of an unusual and critical emergency. It should be 
understood, however, and very clearly, that farmers or other 
employers must not expect that pupils will be released from 
school attendance merely because of a shortage of labor. Inter- 
ruption of the school program is always to be deplored. There- 
fore, unless a great public problem like that of war is involved, 
such employment of pupils, even though they do the work 
splendidly ,are fairly remunerated and no doubt physically 
benefitted, is not to be encouraged when school is in session. 



20 




A Girls' Canning Club in One of the Los Angeles High Schools 



V. CONSERVING THE FOOD SUPPLY. 

Food conservation goes hand in hand with food increase. 
The school activities comprised : 

A. Instruction in the cooking of a cheap, well balanced 
dietary with reference to the food program of the government. 

B. The dissemination of information through publication 
and distribution of 50,000 copies of a pamphlet prepared by the 
Home Economics Department, containing very practical recipes 
written in simple language and susceptible of preparation in 
homes ,even of the poorest. This was but the beginning. The 
Department continued a periodic distribution of weekly recipes 
on mineographed sheets, the total number of which is now in 
excess of half a million. These recipes function. That is to say, 
they are actually used in the homes of the pupils. 

C. The sale of a more elaborate, yet inexpensive publica- 
tion, The Liberty Cook Book, compiled by members of the 
National Council of Defense and published by the City Teachers 
Club, the net proceeds being devoted to the Red Cross. There 
were 27,000 of these books sold. Children who disposed of them 
at fifteen cents each, secured their membership in the Red Cross. 
After all expenses of publication and distribution were paid 
there was a net balance of $300.00. 

D. Demonstrations to parents in the school kitchens. 

21 



E. The formation of canning clubs in elementary, inter- 
mediate and high schools. The cafeterias of the largest high 
schools have prepared all their own vegetables for the winter 
season. 

F. The establishment of camp cookery classes for boys. 

G. The instruction in dietetics in connection with classes in 
home nursing. 

This does not constitute all of the activities in food con- 
servation. The circulation of food pledge cards, the lectures to 
the public, the lessons in English composition and all the sup- 
plementary class activities which lend themselves to the pur- 
pose, were all employed to enforce the lesson. (See Circular No. 
3, page 62.) 




The Exact Weight of Yarn is Returned in Manufactured Articles 



22 



•^PE?'"!H*9t^ 




^i« 



Supply Boxes for thg Red Cross from a Los Angeles High School Shop 

VI. THE MAKING OF PRODUCTS. 

The goods supplied by the school children were made under 
the auspices of the Red Cross. Although the funds for raw 
material were in a great part furnished by the public through 
payment of their cash memberships to the Red Cross yet it was 
the Red Cross which officially paid for raw material. 

The Board of Education supplied no raw material. The 
activities necessary in making the finished products were made 
a part of a regular curriculum and the methods emphasized 
education, not production. 

In another chapter (v. p.) the establishment of the Red 
Cross in public schools is discussed at length. This section is 
concerned only with the amount of products delivered. 

All manufactured products were produced by the depart- 
ments devoted to shop work, domestic science and drawing. For 
the purpose of convenience, however, they are divided into 
three parts : 

(a) Material provided to sell at Red Cross toy shops. 

(b) Material provided for use of soldiers and sailors from 
the Domestic Science Department on requisition from the Red 
Cross. 

(c) Other material provided by the school shops on requi- 
sition from the Red Cross. 

23 




Preparedness 



(1) MATERIAL PROVIDED TO SELL AT RED 
CROSS TOY SHOPS : The Red Cross Committee in charge of 
articles for sale opened a shop in the commercial district shortly 
before the Christmas holidays, devoted solely to the sale of 
articles made in the schools. (See Circular No. 7a, page 67.) 
The goods displayed were toys made in the manual training 
shops, and products from the Art Departments in high schools 
and from the department of Domestic Science in high and 
elementary schools. The list included, besides all sorts of toys, 
pottery, hand-tooled leather, hammered brass and copper vessels, 
jewelry, rag rugs of gingham and calico, portieres, silk rugs, 
crocheted and woven articles — childrens' and infant's clothes, 
layettes, ready to wear wash garments for women, woven baskets, 
knitting and shopping bags. 

The toys naturally excited the most comment. The original- 
ity of design and the level of craftsmanship elicited much com- 
mendatory comment from the newspapers and from visitors gen- 
erally. The illustrations suggest examples of many of the things 
that were made by the pupils. 

After all expenses for raw material, transportation, etc., had 
been paid, there remained at tthe close of the holidays, for the 
Red Cross, a cash balance of $1,586. This by no means represents 
the total income from the goods sold, but only that derived from 
their sale at the close of the Christmas season. The balance of 
the stock was then removed to the Red Cross Headquarters, 
where sales yet continue. 

24 




A Red Cross Zoo 

The returns from the Red Cross Toy Shop are, it is true, 
but a small portion of the financial returns from Red Cross activ- 
ities. The cash value of the material made for soldiers and sailors, 
for example is many times greater. Nevertheless the educational 
values, in the creation of designs ,and in the making and color- 
ing of the various articles, are very great. At no time had there 
been greater enthusiasm in the shops than during the second 




Off to the Front 

25 




The Allies at Work for Red Cross Toy Shop 




Contributions from the Drawing Dept. for the Red Cross Shop 



half of the semester, when boys and girls were engaged in the 
making of things which so happily reflected their own powers 
of invention and industry, and which, because they were actually 
to be sold, afforded such a genuine sense of reality. 

Appended is an excerpt from a report of the Committee of 
Ladies from the Red Cross : — 



REPORT 

of the 

PUBLIC SCHOOL BRANCH COMMITTEE 



RED CROSS SHOPS. 



Mrs. M. S. Hellman, 

Chairman. 



Mrs. H. W. Frank, 

Asst. Chairman. 



The Public Schools Branch Committee of the Red Cross 
Shops appointed by Mrs. Hancock Banning, desire to report as 
follows : 

The various schools were visited by the Committee, ac- 
companied by the Public School Officials ,and notes made as 
to the particular articles the various schools seemed best fitted 
to supply. 




Third Year RafBa Work for the Red Cross Toy Shop 

27 



The co-operation of all teachers was readily pledged. 
Through the office of the purchasing agent, the necessary mater- 
ials were supplied to the different schools. The office was in 
daily contact with the heads of all departments and co-operated 
with the Board of Education in furthering the work. As the 
teachers reported needs for supplies, the material was im- 
mediately provided by the Purchasing Agent's Department. 

Whenever possible the articles were stamped "Made in 
LOS ANGELES." 

A suitable location was next obtained and plans evolved for 
the sale of the articles and objects, which were being rapidly 
supplied by the school children. 




The Dolls' Millinery Display for the Red Cross Toy Shop 



Attractive displays of the toys were made upon shelves and 
counters. Competent women and girls ,all volunteers as Red 
Cross workers, presided over the different sections, showing and 
demonstrating the articles on hand, making sales, and keeping 
stock in order, which was arriving daily in wagonload lots." 

A pre-inventory of stock, together with subsequent figures, 
reveals the fact that approximately eight thousand (8000) ar- 
ticles were contributed. 

(2) MATERIAL PROVIDED FOR THE USE OF SOL- 
DIERS AND SAILORS BY THE DOMESTIC SCIENCE DE- 
PARTMENT ON REQUISITION FROM THE RED CROSS. 

28 




Soldiers of Industry 



The work in the sewing rooms of Los Angeles City Schools 
was reorganized for the war and within seven months they have 
produced over $23,000 worth of material, labor value only being 
estimated. 

Reference to the circular in the appendix suggests how it 
was possible for the teachers and pupils in the elementary and 
high schools to prepare so large an output without sacrificing 
any educational value. Probably at no time has there been any 
greater interest in the work of these manual activities than since 
the needs of the Red Cross were utilized to impress the content 
and method of education. 

The articles made in the schools from April to June 1917 
were : — 



925 pairs of pajamas 
800 hospital shirts 
100 bed slippers 

1000 pillow cases 
505 pillows 

1350 shoulder wraps 



1320 comfort bags 
150 ambulance pillows 
50 surgeon caps 
180 napkins 
544 handkerchiefs 

1200 wash cloths 



The value of the goods contributed was $4,000.00. 

29 



The articles made in the schools from September 1917 to 
January 31st, 1917 were: 

1922 sweaters 414 childrens garments made 

885 mufflers for French and Belgian or- 

316 pairs of socks phans. 

50 Afghans 596 wash cloths 

396 wristlets 114 hospital garments 

82 helmets 

The value of the goods contributed was $19,334.60. 




Five Hundred Pounds of Yarn from the Red Cross 

The articles themselves were made precisely according to 
Red Cross specifications and were accepted as perfect. As al- 
ready stated, the material was supplied by the Red Cross or- 
ganization, although through their own memberships, the pupils 
themselves supplied more than the amount necessary to pay 
for the material used. 

(c) OTHER MATERIALS PROVIDED BY THE 
SCHOOL SHOPS ON REQUISITION FROM THE RED 
CROSS : It is not possible to describe all products from the 
different schools, because many of them were sent directly to 
those members of the alumni who were serving in the military 

30 



camps. Of the following lists, not all have been supplied on 
direct requisition of the Red Cross organization, but they repre- 
sent material that has served the same function as that organiza- 
tion discharges : 

Knitting needles , .4000 pr. 

Checkerboards - 550 

Scrapbooks 650 

Boxes for Red Cross 900 

Puzzles 200 

Joke books - 100 

Christmas Cards .. 1500 

Christmas Stickers for Red Cross -... 500 

Stocking Forms 50 

Book Ends - - 25 

Coat Hangers -- 100 



31 



Old 
Gold 



«S^ 








+1 

j^^ r\Lead Foil 




A Salvage Bulletin Board 



VII. SALVAGE. 

The story of SALVAGE is one of the most interesting 
developments in the history of Red Cross work. The idea of the 
conservation of waste materials was conceived by Mrs. Otheman 
Stevens of Los Angeles. It began with the saving of tin foil. 
From this very humble beginning the salvaging of innumerable 
articles was undertaken. This source of income to the Red Cross 
has steadily increased, until the conservation of salvage has be- 
come an important factor in Red Cross work throughout the 
country. 

The collection of salvage has involved considerable labor, 
and with the increase in extension of the work regular periods 
for collection and distribution had to be arranged. (See Circulars 
No. 4, page 62, No. 13, page 76, and Excerpt from No. 19, page 
83.) The following list of materials indicates how formidable 
the amount collected became within a few months : 

Tin or lead foil folded flat, (not in balls). 
Collapsible paste and paint tubes. 
Dental fillings. 

Lead, brass, copper, iron and aluminum waste. 
Old gold and silver and broken bits of jewelry. 
Typewriter ribbon boxes and metal spools therein. 
Carbon paper boxes. 
Waste rubber. 

Old automobile tires and inner tubes, bicycle tires. 
Books, magazines and newspapers. (These must be folded 
once only and tied both ways with heavy string). 
Burlap and gunny sacks. 
Old kid gloves. 

Clean white rags, mixed rags, woolen rags (separated). 
Bishops Graham Wafer tins. 
Glass fruit jars. 
Cold cream jars. 
Bishops petite wafer tins. 
Mens shoes. 

Bottles of all kinds, rinsed clean. 
Cork. 
Stamps. 
Castor beans. 
Old clocks and watches. 
Hair combings. 



33 



At the beginning the returns from salvage netted as little 
as $50.00 per month, but this amount has rapidly increased until 
latest figures total for one month $656.00. Partial figures 
show 36,399 pounds of newspapers and 3,456 pounds of 
tin foil. For these two items the figures given are much below 
the actual total. 

Salvage has usually been assumed to have a two-fold value. 
In addition to the income it has given the Red Cross, it has pro- 
vided the government with materials for which it has actual 
need. Yet these two things have much less significance than a 
third — the educative value for pupils. Thrift is scarcely one of 
our national virtues, and there is reason to believe that a rather 
lofty disregard of saving anything "second hand" is characteristic 
of many families. It has been an excellent thing for our pupils 
to learn that wastefulness is a habit of which only the ignorant 
may be proud. It is a matter of congratulation that our pupils, 
in practicing their habits of thrift, have learned to do so from 
motives of patriotism, rather than for selfish advantage. 

It is interesting to note that several thousand pupils secured 
Red Cross membership through collecting salvage for which they 
received cash credit. 

The copies of war circulars in the appendix will explain 
more fully the method of salvage collection. 




Sorting Salvage in an Elementary School 



34 



VIII. ART POSTERS AND ANNOUNCEMENTS. 

Under general direction of the supervisor of drawing, and 
with the co-operation of all high schools, posters were prepared 
to serve as a means of publicity for the various war activities. 
Many of these posters were used in the schools, others for the 
Red Cross; still others for shops. 

Many of them represented work of a high commercial grade, 
according to the opinion of qualified persons who were invited 
to pass upon them. Yet the excellence of these posters was less 
important than the enthusiasm and ingenuity which attended 
their composition in the schools. 

Teachers have testified that pupils who up to this time stated 
they did not care for drawing, and apparently could not be in- 
duced to have any interest in it, made all sorts of endeavors to be 
counted among those whose work would actually be used for 
the important purpose of serving the government. 

In the upper grades of the elementary schools there were 
exhibited in the different buildings, 5,000 salvage posters, 6,000 
toy shop posters, 6,000 Red Star posters and 7,500 posters for 
food conservation. From the high and intermediate schools were 
supplied 18 large posters for Red Cross Association; 74 special 
posters were prepared to emphasize the necessity of eating 
LIBERTY BREAD. 

Supplementary to the work of poster designing, was the 
making of calendars and the decoration of boxes and book cov- 
ers , these articles numbering in all more than 500, also 1,200 



BEHinL 

mE mn 
Him 
Ecun 




ARE 
YDU 

7 




tags executed by the younger children for use on the Christmas 
boxes sent by the local Red Cross to our California cantonments. 
They are, however, to be included in the product of the Red Cross 
Toy Shops. 




HOOVER I ZE' 

BUY A LIBERT)' 



+ 




ARE YDU 

A 

MEriBCR 




TDY BALE 

REDCRDSB 
TOY SHOP 



IX. CIVILIAN RELIEF. 

The work of this Committee was greatly faciHtated by the 
co-operation of the schools. (See Circular No. 2, page 61.) To 
the Red Cross Committee,, of which the School Superintendent 
was a member, was assigned the labor of relieving such families 
as miglit need medical or other relief not easily obtainable be- 
cause one or more members had been drafted for war, or had 
enlisted therein. It was a delicate matter to render aid of this 
kind. On the one hand it was necessary to avoid any contribu- 
tion to those who did not need it; on the other it was imperative 
that no family should be omitted whose natural pride would 
resent anything tinged with the suggestion of public charity. 
It is true the money actually distributed was in no sense a 
charity, but a logical recompense for those who had absolute 
right for consideration. That, however, was not always under- 
stood. 

The committee was further handicapped because of the 
small number who could make investigations in a large city. 
There was a strong conviction that funds should not be ex- 
pended in the maintenance of a formidable paid staflf. The Com- 
mittee's desire was to get in touch with those whose circum- 
stances suggested a need for immediate consideration. 

The solution of this question was greatly facilitated through 
the co-operation of the school children, although they were un- 
conscious of the procedure. The method pursued was to dis- 
cover in each school room those pupils who might have any 
family member in the service. This being learned by question- 
ing, the occasion was made one of congratulation to the pupil 
because of the fact that he had a relative serving the govern- 
ment in the war. Privately the teachers filled out certain data 
on a card, and placed a check opposite one of three numbers. 
The usual information covering name, residence, etc., was fur- 
nished ,and the number guided the subsequent action of the 
Red Ctoss Committee. This check really indicated the apparent 
financi?l circumstances in each child's family, — whether ob- 
viously well-to-do, whether doubtful, or whether the appearance 
and past history of the family indicated possibility of suffering. 

This, of course, was but a clue, but a valuable one. It im- 
mediately served to direct the activities of the committee on 
civilian relief to those who would probably need attention. In 
all this procedure there was not, either in the mind of the child 
questioned, or his classmate ,any thought of the ultimate pur- 
pose of the inquiry. The form of the card used is appended. 

37 



CO-OPERATIVE SERVICE BETWEEN THE AMERICAN RED CROSS 
AND THE TEACHERS OF THE PUBLIC SCHOOLS 



HOME SERVICE DEPARTMENT 

ROOM 212 NORMAL HILL CENTER. 5th AND GRAND 

LOS ANGELES. CALIFORNIA 



RELATION TO MAN IN SCRVICE^ 



TEACHER 



\N S SURNAME GIVEN NAME 



REGIMENT OR SHIP 



38 



X. LIBERTY LOANS. 

FIRST AND SECOND: 

The first Liberty Bond issue which took place early in 
June, was generously subscribed to by teachers, pupils and 
patrons of the Los Angels Schools. A circular dated June 7, 
issued from the Superintendent's office, called upon the schools 
to observe Saturday, June 9th, which had been set aside as 
Children's Subscription Day, by giving it as much publicity as 
possible through talks and distribution of printed literature. 
Arguments were made to the children showing the advantage of 
securing bonds, as investments . These efforts were the direct 
incentive for subscriptions in elementary, intermediate and 
high schools to the total of $60,000. In addition, large subscrip- 
tions were made by students directly to their own banks and 
by patrons at the solicitation of students. 

The second Liberty Bond issue was conducted in the fol- 
lowing manner: 

On consultation with Mr. H. S. McKee, Chairman of the 
Local Committee of the Liberty Bond Campaign, the Super- 
intendent of Schools designated the campaign to be known in 
the schools as a "Public School Drive." Cards bearing these 
words in red lettering were prepared: 



Home.- -- Sunset 



W SECOND LIBERTY LOAN— 1917 

> 

2 October , 1917 

Q I 

hJ We wish to subscribe for $ United States 

O Government Liberty Loan 4% Bonds. 

X Callable at 100 and interest after Nov. 15, 1927 

^ Dated Nov. 15, 1917 Due Nov. 15, 1942 

I 
We wish to have this subscription handled through the 

M Bank of 

D 

Ph '-- 

Name — 

Address .- -- 



U 



The campaign opened October 2nd, 1917, with public ad- 
dresses to teachers and principals by the superintendent. These 

39 



were supplemented by addresses from other officials. Teachers 
in the public schools instructed pupils in the art of salesman- 
ship, and impressed upon them the seriousness of this work. 

When all was in readiness, the cards were released to, the 
high and intermediate schools. The pupils responded with un- 
usual enthusiasm. Out of school hours the high school boys 
canvassed friends and strangers and the girls visited friends 
and interviewed the members of their own families. The earliest 
reports indicated a prospective subscription far beyond expecta- 
tion. The Public School Drive Cards, upon being signed by the 
applicant for bonds, were checked by the Superintendent's of- 
fice, then sent to the Loan Committee and distributed from 
there to the banks. There the transaction was completed 
through telephonic communications with applicants. The pupils 
of the elemntary schools were at first omitted from this scheme, 
but many of them begged to be permitted to take part. 

At noon, October 26th, 1917, the School Campaign ended. 
At 5 p. m. the following results were announced : 

"Subscriptions to the Second Liberty Loan, beginning 
October ord and ending October 26th, 1917, including teachers' 
individual subscriptions, students' individual subscriptions, sub- 
scriptions of the administration departments, together with sub- 
scriptions gained through the individual efforts of students re- 
ported through the Central Office on Public School Drive Cards 
are as follows : 

Elementary Schools $ 196,050 

High Schools - 885,100 

Intermediate Schools - - 79,750 

Night Schools - 9,350 

Administration Departments -.. 7,900 

Grand Total $1,178,150 

Of this amount $610,250 represents the personal subscription 
of the teaching corps. Among the students many bonds were 
taken by pupils of foreign parentage, notably Japanese. An- 
other interesting plan of the Liberty Loan Drive was the scheme 
of subscription by organized bodies of the schools or by groups 
affiliated with the schools. The student body organizations of 
the high and intermediate schools subscribed for a number of 
the bonds. The various Parent Teacher Associations subscribed 
for twenty-three Liberty Bonds the total of which aggregated 
$1,150. 

A letter of acknowledgment is appended: 

40 



LIBERTY LOAN COMMITTEE. 

Los Angeles, Oct. 27, 1917. 
Dr. Albert Shiels, 

Superintendent of Public Schools, 

Security Building, 

Los Angeles, California. 

Dear Dr. Shiels: — 

Mr. Hunnewell has just handed to me your letter of the 
26th reporting the results of the campaign by the different 
schobls in the city of Los Angeles. 

It is unnecessary for me to say that the total of these figures 
is far beyond our expectations. I wish to thank you most sin- 
cerely on behalf of the Committee, the City of Los Angeles 
and the Government for this loyal work done under your super- 
vision. 

I also wish at this time to extend our appreciation for the 
untiring services of Mrs. Elizabeth Porter Ritchey, through 
whose efforts and careful work we have been able to transmit 
the cards to the banks so that the contracts could be completed 
within sufficient time for the subscriptions to be entered on the 
present Liberty Loan. 

Thanking you again, I beg to remain. 

Yours very truly, 

R. H. Moulton, 

Executive Manager. 



41 



XL THE DRIVE FOR THRIFT STAMPS. 

In co-operating with the government in the sale of Thrift 
Stamps a certain procedure was adopted in advance and fol- 
lowed successfully. The successive steps are discussed here- 
with. (See also Circulars 11, 14, 16, pages 72, 77, 79.) 

1. CONFERENCE WITH PRINCIPALS OUTLINING 
THE PROCEDURE. 

In this conference the object was to make clear; first, the 
value of thrift saving for pupils by establishing a good habit 
and by affording a channel for their patriotic emotion ; second, 
the necessity of clear understanding of the steps to be followed 
so there would be a minimum confusion and no loss of money. 
The Circular found in the Appendix will explain the subject 
matter of these conferences. (See page 72.) 

2. LETTERS EXPLAINING THE VALUE OF THRIFT 
STAMPS ADDRESSED TO PUPILS DIRECTLY. 

Through the newspapers open letters were addressed to the 
children, one of which may be included as an example : — 

"Thrift is not a gift — it is a habit. People become thrifty 
by saving at regular intervals, and by permitting no exceptions. 

The Thrift Stamps accomplish for children what building 
and loan associations accomplish for grown people. They not 
only invite the child to save, but through the method which the 
schools have adopted, they invite him to save at stated periods. 

If we Americans could learn to set aside a certain sum of 
money no matter how small, just as regularly as we learn to 
clean our teeth, the country itself would not only be richer, but 
each individual would be much better prepared to adjust him- 
self to the conditions of living. 

Most people think that fortune consists in making a single 
lucky strike. But luck that lasts comes to men who have learned 
to sacrifice their immediate pleasures for future needs. Luck 
without saving means "easy come, easy go." Learning to save 
is harder than learning to get. Thrift Stamps teach children 
both things : How to get, and what is better, how to save. 

The Thrift Stamp Campaign has a peculiar value at this 
time, not only because it helps those who save, but because it 
gives g fine consciousness of an act of patriotism. It identifies 
each child with the best citizenship of the country. We are not 
teaching our children, therefore, that the buying of Thrift 
Stamps should be undertaken only for their own benefit — even 

42 



though they themselves will benefit more than any one. We 
are teaching them to appreciate that in giving up a pleasure or 
a luxury, they are doing their share to carry on the war, suc- 
cessfully. This means work. Just now our country needs work 
a great deal, more than it needs speech, which is abundant, but 
cheap. 

We teachers hope that by initiating and carrying on the 
THRIFT DRIVE for a sustained period, our pupils will learn 
the sort of acquisition which always lasts and which is always 
effective. It means not merely accumulation of information or 
ability to memorize words, but the creation of actual habits 
that culminate in the establishment of strong character. 

It is for these reasons that we believe the introduction of 
Thrift Stamp sales as part of the regular school program is a 
very real addition to the school curriculum. There is no question 
as to the success of the Thrift Stamp Campaign in the schools 
of Los Angeles. The beginnings have yielded more than the 
most sanguine hopes expected, yet these early beginnings are 
overshadowed by demands for stamps in the immediate future. 




St^t O HLLPlNb OUR 

upnitry, too 



An PRLPARlhlo; 

iroR A - — • 

'RAINY DAY" 



WHAT DO YOUj 

Tnlh^^ rov 

ARC DOiT>iC5?< 




A Thrift Poster Designed by an 8th Grade Pupil and Made in an 
Intermediate Print Shop 



3. THE APPOINTMENT OF THE SUPERINTENDENT 

AS GOVERNMENT AGENT. 

Through the courtesy of the Clearing House, the Super- 
itendent of Schools was allowed a credit of $5,000.00 for the 
purchase of Thrift Stamps. In this way it was possible to 
secure a preliminary supply for the schools. 

4. THE SALE OF THRIFT STAMPS AND WAR STAMPS 

DIRECTLY TO PUPILS BY PRINCIPALS AND 
TEACHERS FOR A SHORT PERIOD. 

The labor of selling anything to children and assuming the 
responsibility for collection is apt to interfere with school work. 
The reason Thrift Stamps were sold to pupils in the schools 
of Los Angeles was that members of the supervisory and teach- 
ing corps felt that the important thing in the sale of Thrift 
Stamps was the initial sale. It would tend to encourage the 
pupils to continue the habit once established. The labor was 
considerable both to the schools and to the central office, but 
the results justified the effort. 

In one school a novel experiment gave excellent results. 
This school issued local stamps for five cents which, when the 
number was sufficient to cover a Thrift Stamp, the exchange was 
made. It was a convenient form of bookkeeping for partial pay- 
ments and was attractive to children. 



5. READJUSTMENT PERIOD AFTER THE HABIT OF 

SAVING WAS STARTED. PRINCIPALS, TEACHERS 

AND PUPILS TO PURCHASE STAMPS 

DIRECTLY FROM THE POSTOFFICE. 

At the end of a month the teachers and principals were given 
their option as to whether the purchase of stamps should be 
made through the Superintendent's office or through the post- 
office, and whether the teachers should sell to the pupils or 
should direct pupils to purchase their own. In the former case 
reuisitions for Thrift Stamps were honored without cash pay- 
ment, the Superintendent taking the Principal's note in pay- 
ment until the proceeds were available. In order, however, to 
avoid any danger that a habit so happily initiated might be 
abandoned by pupils after the first enthusiasm was over, teach- 
ers undertook to keep a record of the savings of pupils, no 
matter whether they bought the stamps from the school or from 
the banks or postoffice. This record will be kept until June 

44 



1918 by which time it is expected that famiharity with the 
method of saving and the successive acts of purchasing may 
tend to confirm the pupil in continuing to do the thing which 
he has begun. 

It has been impossible to obtain in time for the publication 
of this report, a complete statement of how many pupils have 
started the habit of Thrift. The reports in, show that 10,268 
pupils have purchased one or more stamps and indicate that 
the total number at this time is approximately 15,000. In two 
weeks time the Superintendent's office sold directly 41,515 
Thrift Stamps and 759 War Stamps to the schools for a total 
cash amount of $13,505.83. There have also been purchased 
outside of this office, but as a result of the work of teachers, 
more than 40,000 stamps. Within 28 days therefore, nearly 
$25,000.00 worth of stamps were sold, and this is but the be- 
ginning. 

Letters of congratulation have been received from the gov- 
ernment officials acknowledging the extraordinary contribution 
made by the pupils. For the information of those who may be 
interested in the methods which have been pursued, there is 
contained in the appendix copies of different blank forms which 
have been found exceedingly useful. 



.School. Yearly Report for Stamp Purchases— 1918 



MONTHS 


I 


II 


III 


IV 


REMARKS 


January 












February 












March 












April 












May 












June 












September 












October 












November 












December 












Totals 













45 



XII. CASH CONTRIBUTIONS FROM THE SCHOOLS. 

With one exception, all direct co-operation involving re- 
quests for contributions by pupils, were limited to the Red Cross 
and Red Star. 

1. THE RED CROSS: 

At the beginning of the war, the various government coun- 
cils and committees, were untrained and, in a considerable 
measure, unorganized. The schools of Los Angeles did not 
wait for their establishment, but proceeded immediately to do 
their share towards aiding in the prosecution of the war. As 
soon, however, as authorized organizations were regularly 
established, the schools promptly readjusted their own proce- 
dure so as to adjust themselves to their requirements. When 
necessary other readjustments were made, the attitude taken 
by the school authoriites being that every reasonable deference 
should be paid to those who had been officially appointed by 
government authority. 

Late in November it became evident that unless some 
definite understanding could be reached as to the properly 
authorized representatives, there would be inevitable confusion. 
Accordingly a meeting was held of representatives of the 
schools and of a local Red Cross Committee. Committees were 
then appointed, made up in each case of two representatives, 
one for the Red 'Cross and one for the Public Schools. These 
committees supervised the following activities : 

1. Hospital garments, sewing, knitting. 

2. Surgical dressings. 

3. Articles to sell. 

4. Art. 

5. Civilian relief. 

6. Salvage. 

7. Art posters and announcements. 

The personnel of these committees will be found in Circular 
7, page 65. 

No single school, no Auxiliary Red Cross Chapter was to 
ask for or contribute any raw material or finished product ex- 
cept through these committees. The Red Cross Committee 
agreed to furnish complete requisitions of its needs, with data 
as to date of delivery. The schools committee made a similar 
agreement for acceptance and delivery. The school committees, 
however, accepted or rejected the Red Cross requisitions, ac- 

46 



cording to considerations of time, educational values, etc. The 
pupils' interests only were considered. All questions of member- 
ship in the Red Cross were to be dealt with directly by the 
Superintendent and an assistant assigned for that purpose. The 
method has worked excellently and out of a beginning of con- 
fusion there has developed a clear businesslike arrangement. 

The various activities carried on in co-operation with these 
committees are treated in separate sections. This section is 
given to a description of how Red Cross memberships were 
obtained. 

MEMBERSHIP IN THE RED CROSS: 

Most pupils in the Los Angeles schools belong to the Junior 
Division. The establishment of the Division followed the re- 
quest of the President. 

No one questions the value of a membership in the Red 
Cross. In securing a membership, however, it was necessary to 
exercise caution so as not to compel payment even of so small 
a sum as twenty-five cents when it might involve unnecessary 
sacrifice. 




Presentation of a Junior Red Cross Charter 
47 



To avoid any possibility of injustice, payment was accepted 
in service, and very generous provision was made for the 
character of service. Any pupil who failed to join the Red Cross 
therefore would have a reason other than that of financial in- 
ability. Service was rendered through shop work, collection of 
salvage, etc. Thus the collection of a pound of tin-foil, or twenty- 
five pounds of newspapers, was equivalent to membership. (For 
further explanations see Circulars Nos. 5, page 63, 9, page 71, 
and part of No. 19, page 82.) 

The city school organization was made up of a General 
Chairman (the Superintendent of Schools) and a General Treas- 
urer. In each school there was a chairman (the principal) and 
a deputy treasurer (a selected teacher). All moneys collected 
were recorded in the office of the General Treasurer. The activ- 
ities described in the various chapters of this publication were, 
so far as possible, integrated as part of the Red Cross Or- 
ganization. 

At the end of January 1918 the following report was made: 

Paid cash memberships @ 25c 20,548 

Paid memberships through service 10,757 

Total 31,305 

Number of schools, lOO'/r memberships 37 

These figures are being increased daily. 

Form of report adopted for Red Cross Membership for 
the Los Angeles Schools. 

MONTHLY REPORT FOR JUNIOR RED CROSS 1917-18 



»PR,L i 

_^ ^ \ 

MAY I 



48 




RCDM 



A Determined Stand for the Red Star 

2. THE RED STAR: 

Humane education is one of the studies provided for in the 
State law. Fifty of the schools of this city have been ex- 
perimenting in a brief course of instruction, which, after sug- 
gested modifications, will be extended to all schools. 

It is probably true, however, that the greatest impetus has 
been given to a keener and mere sympathetic understanding, 
especially for horses and dogs, through the organization of the 
Red Star. The importance of the work of the Red Star has yet 

49 



been scarcely understood, for to many it seems rather an amiable 
provision for the relief of pain of animals than a very significant 
measure for successful warfare and for the aid of our soldiers. 
From either point of view the work deserves the strongest en- 
couragement. 

The organization of Red Star Societies in the schools has 
been most successful. Under the leadership of the Director of 
Nature Study, many talks on animals have been given to the 
children. The report on activities to December shows : 

16,000 pupils of the Los Angeles public schools are paid 
members of the Red Star. One of the largest High Schools has 
1,000 members. Two High Schools have a membership of 100%. 

Many schools are assisting the Red Star work further by 
designing posters and distributing literature. 



3. THE FATHERLESS CHILDREN OF FRANCE: 

As early as June an appeal was made to the teachers and 
pupils of the public schools to aid the Fatherless Children of 
France. (See Page 60.) 

This campaign aroused the greatest interest among children 
of all ages. Those who had money in the bank or had parents 
able to assist them gave freely of their means. Those who were 
not so fortunate spared no sacrifice to obtain the necessary 
money. Boys cut or weeded lawns, burnt over vacant lots, ran 
errands, etc., while the girls washed dishes, took care of younger 
children or anything of a similar nature, which would bring 
them in the desired amount. In some of the poorer districts of 
the city there can be no doubt that those tender hearted and 
unselfish children deprived themselves of needed food in order 
that the little children across the water might not go hungry. 
In one of the neighborhood schools, where the children bring a 
penny daily for milk, the children voluntarily went without their 
morning meal, then turned the pennies into the school fund. 

It was estimated that $36.50 per year would save the life 
of one of these children of France. The total amount contributed 
by the schools up to this time exceeds $20,000.00. Besides this, 
136 children have been regularly "adopted." This particular 
campaign was conducted before the schools had been so som- 
pletely reorganized as they are now. It was productive of a fine 
spirit of sympathy in the hearts of our pupils. An interesting 
feature of this contribution were the letters sent to children, a 
few of which are reproduced : 

50 



To our dear friends: — 

I am a Japanese student in America. I write you to say 
that you have our profound sympathy. We know that you have 
suffered much. We are going to try to help the children of 
France as much as we possibly can. France has always been the 
friend of America and of Japan also. 

Jean Manier, 

5 Rue des Carrieres, 
Meisons-Alfort, Seine. 

Jeanne dear: — 

This is our last day of school and we are all so glad! Most 
of us have the loveliest plans for vacation, some of us are going 
to the seaside and others to the mountains. I am going to work 
this summer, work in a big store or something like that. I have 
never done anything like that before and it will be so novel and 
so different. 

It is not strange that as soon as you receive my letter we 
are going to be chums? I won't ever forget you, Jeanne, because 
I've already made up my mind what kind of a little girl you are. 
I would love to speak your language, Jeanne, my grandmother 
was French, her name was Priscille Dosier. 

Au Revoir, dear Jeanne! 
Victor Pasteur, 
Mobier, Jura. 

Dear Victor, 

I do not know you, but let us get acquainted with each 
other by v/riting often. I live in Highland Park, one of the 
suburbs of Los Angeles. It is a beautiful place, with its many 
flowers and delightful climate. In the distance are the moun- 
taines clothed in purple, nearer are the hills made green by the 
recent rains. The sunsets here are wonderful. I am sure you 
would become an ardent lover of nature as I am, if you lived 
in Southern California. 

This is the last day of school; vacation is coming and for 
three months we have no school. I am going to graduate, 
are you? 

While we are not suffering from real want, we are denying 
ourselves to help feed the little French brothers and sisters 
of ours. 

I will close, wishing yourself and your comrades God's 
protection ! 

51 



Paul Pougeot, 

Mealiers, Doubs. 

My dear friend Paul: 

I have heard of the suffering you have passed through and 
I want to express my sympathy in the best way I can. I will 
also tell you about the beautiful state in which I live, and some 
of the work our school is trying to do in relieving the suffering 
of our French brothers and sisters. 

Our school had a self-denial week and all the children in- 
stead of buying candy and going to picture shows gave their 
money to the Fund. 

Our state is one of the most beautiful imaginable. On the 
coast we have long level white shores and temperate water. In 
the large valleys, the San Joaquin and Sacramento, are thou- 
sands of acres of peaches, prunes, apricots, cherries, pears, figs, 
walnuts and plums. In the high Sierras there is hunting of 
deer, bear, elk and other game. There is also excellent fishing. 

This is our last day in school for three months, after which 
we start for high school. I must close now, but write again dur- 
ing vacation. 

Jacqueline Sandeau, 

IW Rue Gossec, Paris. 

I am writing to you today, June 29th, on the last day of 
school, thinking meanwhile that I do not know anything about 
you except that you are one of the five little French children 
who were adopted by the school. My teacher gave the names 
and addresses of the children and told us to write to one of 
them and I choose you. lam very sorry that you have had such 
a terrible war in your country and hope sincerely that it will 
end soon. You have my deepest sympathy and not only mine, 
but I think I am safe in saying you have that of every boy, girl, 
man and woman in the United States. 

We are going to have a vacation two and a half month's 
long and during that time, I will think of you and I will wish 
that the war should be over and that you should be having good 
times also. 

My best two friends are sitting beside me writing to two 
other little French children. One of them, Juanita by name, is 
writing to your little brother so that you will receive both letters 
together. 

We are moving to a new school and are very glad because 
the one we go to is all bungalows. The large building that used 
to be the school here burned down about three or four years 

52 



ago. We will all be very glad because these bungalows are very 
hot in the summer and cold in the winter and a large building 
isn't that way. 

Well, I wish that you will be able to answer my letter and 
if you can't that you can get somebody to write it for you. The 
letter can be written in French because I know somebody that 
can translate it. 

I wish that you may be in the best of health when you 
receive this. 

Your American Friend, 

THE FATHERLESS CHILDREN OF FRANCE 

l_OS ANGEUES BRANCH 

OFFICES 

Brunswig Building 
SOI NORTH MAIN STREET 

Los AnGEL.es Sept. 10, 
19 17. 



Dr. Albert Shiels, 
Supt. of Public Schools, 
Security Bldg. , 
CITY. 



My dear Dr. Spiels: 

I ara sending you herev/itli the 
list of the schools with the amount subscribed by 
each one, to the French War Orphaji Fund, The total 
amount received is ♦15,488.73. I know you will tie 
glad to know the wonderful result obtained. 

I take this opportunity to again thank 
you, in the name of our Committee, for your very kind 
interest in the War Orphans of France. 

I beg to remain 





Send SubteriptUfis to 




MR. GEORGES FUSENOT 




Trtoj.rfr 




aoi North Haiii^treet 




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prendeni 


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t'uePrindeHti 


Mb 


9. W. A. EDWAtW 


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SHINCOCII Banninc 


Ml 


sW. A Cuiii. Ji. 




Secretary 


Ml 


s Cabolinc Van Dyu 




Treajurer 


Ml 


Ceobces FUSENOt 




GENERAL COMMITTEE 


Ml 


S JOH» P. JOHM 


Mis Hoiacc Wikc 


M« 


> RtA SutTB 


M« 


» HOMEB LadCBLIN 


Ml 


s. Daniel MoarBV 


M« 


s Isaac Milbake 


Ml 


S. IsIDOBE DoCEWeiUB 


Ml 


S WILUS H. BootH 


Mu 


G- CeoBCES FUESNOT 




ADVISORY BOARD 


U« 


W A. Edwabds 


Ml 


Dah Muamv 


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HaBBY CaANDLKB 


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Fbane W Flimt 


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Stoddabd Jess 


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Ceobce Pattoi* 


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H. E. HUNTlnOTOM 


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W. A CUAII. JB. 


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L. N. Bbunswic 


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Geobces Fusenot 


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Rev. BisBor Jos. H. Jobnsoh 


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Rev. Mons. Patbick Habnett 




PUBLICITY COMMITTEE 


Mas. John Pebcivai. Johcs 




CkuriMi. 




L. N. BiDNawtc 




Pontic Cooit Member 




NATIONAI EXECUTIVE 




COMMITTEE 



GF/EVf 



Yours vfry sincerely, 

r 



Treasurer. 



Acknowledgment of the First Installment for the Fatherless Children 

of France 



53 



XIII. CO-OPERATION WITH OTHER GOVERNMENT 
BODIES AND WITH PUBLIC AND SEMI- 
PUBLIC ORGANIZATIONS. 

When requested, the schools have co-operated with govern- 
ment committees, as the City Council of Defense, the Fuel Ad- 
ministration Committee, etc. As noted under the head of Pro- 
duction and Conservation of Food Stuffs, the schools have ac- 
complished, perhaps, more than any other single body in the 
city in the reduction of costs. In addition the teachers have had 
a very active share in aiding the various registration boards 
throughout the city. The latter work has been contributed wil- 
lingly and gladly by a body of public employes who had already 
given their money, their time and their effort in many other 
ways, to the end that the schools might more effectively serve 
the nation. 

Besides the Red Cross and the Red Star, there have been 
many requests for the help of our public schools in supporting 
many other splendid relief organizations. .Early in the war the 
schools did co-operate with a committee of prominent citizens 
in raising a fund for the Fatherless Children of France. Few 
appeals could have been more appropriately made to American 
children. The results of their efforts are described in a previous 
paragraph. 

Worthy, however, as these various activities were, it became 
manifest that a public school system could not undertake to 
call upon school children to work for them. The schools have 
a definite public function. The various branches of effort in the 
Red Cross and the Red Star lent themselves admirably to that 
function, yet even they required much careful reorganization. 

The schools can not be used to aid in every purpose, no 
matter how worthy. Therefore, beginning with the present 
school year the Superintendent was compelled to decline many 
requests which involved attention and effort of the pupils. 
Everything that could reasonably be done, was done. Various 
organizations were permitted to write letters of appeal and ex- 
planation to teachers, or to use the school premises out of school 
hours. 

Permission was given for the schools to be used as avenues 
of publicity, but collections from pupils, the assignment of pupils 
to special work, the sales of tickets in the school, and requests 
for material — all of these had to be forbidden. When, however, 
the Mayor's Committee requested the co-operation of this de- 
partment for collections for Christmas boxes to be sent to sol- 

54 



diers, the pupils of both day and evening schools took an active 
part and contributed several thousand dollars. 

In conclusion it is well to repeat that, although the material 
contribution of the Los Angeles City Schools has been con- 
siderable, the benefits which have been derived from the war 
activities enumerated in this report must not be measured wholly 
in dollars and cents, nor in materials produced and salvage re- 
claimed. The most significant results of these activities are 
the great benefits that shall accrue to the community through 
the training gained by the pupils in the schools. The ideal of 
service to the state and to their fellows, is being indelibly im- 
pressed upon the minds of the children in our schools. Upon 
their shoulders will fall the duty of conserving an ideal of 
citizenship that will find expression in actual performance. These 
school experiences are training them for such a service. 



55 



INDEX TO THE APPENDIX 

Pages 

Books for Soldiers - - 61 

Civilian Relief - ..61-62 

Committees for Co-operation with Red Cross 65-66 

Committees on Preparation for War Activities 57-58 

Co-operation of Teachers in Registration for Selective 

Service 72-76-81 

Distribution of Literature on Belgian Invasion 78 

Fatherless Children of France 60 

Food Conservation 59-60-62 

Fuel Conservation 82 

Increasing the Food Supply 59-60 

Junior Red Cross 63-64-65-66-71-72-75-76-82-83-84 

Loyalty in the Schools 67-68-69-70-71 

Red Cross Toy Shop 67 

Salvage - - 62-63-71-76-77-83-84 

Service Flags 84 

Thrift Stamps .-.. 72-73-74-75-76-77-78-79-80-81 



APPENDIX 

The committees formed the opening day of the war were 
as follows : School Gardens, Instruction in Nursing, Cooking, etc. ; 
Making of Garments and other Materials, Listing of Persons 
Thoroughly Competent to Discharge Appropriate Functions 
during War Emergencies, General Co-operation with Public 
Committees or Agents Provided Such Co-operation Does not 
Involve the Surrender of Educational Activities. 

1 — General Committee. 

A general committee was formed to act in a supervisory 
capacity in the preparation and execution of a preparedness 
program. 

Superintendent Dr. Albert Shiels, Chairman. 

Assistant Superintendent Mrs. Susan M. Dorsey. 

Assistant Superintendent Mr. M. C. Bettinger. 

Deputy Superintendent Mr. J. B. Monlux. 

Miss Ethel Percy Andrus. 

Dr. Irving R. Bancroft. 

Mr. W. A. Dunn. 

Mr. J. B. Lillard. 

Mr. W. W. Tritt. 

2 — Committee on Food Stuffs. 

Provision was made for an increase in the supply of food 
stuffs both in amount and variety. 

Mr. J. B. Lillard, Chairman. 

Mr. C. F. Palmer. 

Mr. F. A. Bouelle. 

Mr. A. V. Minear. 

Mr. H. C. Tracy. 

Mr. C. H. Hartly. 

Mr. W. G. Graves. 

3 — Committee on Resources of Mechanical and Industrial De- 
partments. 
All shops in the schools were to be utilized so as to increase 
the output of such materials as could be utilized to greatest ad- 
vantage in a military way. 

Mr. W. A. Dunn, Chairman. 
Mr. F. D. Hood. 
Mr. C. E. Yerge. 
Mr. B. F. Sanford. 
Mr. C. A. Kounou. 



4 — Committee on General Survey. 

A committee was formed for the purpose of listing those 
persons in the schools who were thoroughly competent to dis- 
charge appropriate functions, should the emergency arise. 

Mr. W. A. Dunn, Chairman. 
Mr. W. W. Tritt. 
Miss Mary P. Putnam. 
Miss Etta P. Flagg. 

5 — Committee on Physical Education for Adolescents. 

Classes in Physical Education and Military Training were 
formed, with lines of work especially adapted to future needs. 

Pupils were trained to observe health rules, and develop 
into strong, healthy, clean minded men and women. 

Mr. T. Fulton, Chairman. 
Mr. R. A. Thompson. 
Mr. E. W. Oliver. 
Dr. Everett Beach. 

6 — Committee on Home Economics and Red Cross Work. 

A course was prepared in Home Economics, which would 
include special sewing and the preparation and cooking of foods, 
so as to utilize their greatest nutritive value at the least cost. 

Miss Ethel Percy Andrus, Chairman, 

Miss Mary P. Putnam. 

Miss Etta P. Flagg. 

Miss Mae McKinley. 

Miss Eva Cole. 

Miss Mae Owen. 

7 — Committee on Science Instruction. 

Instruction in special subjects of particular significance at 
this time was undertaken. 

Dr. W. H. Snyder, Chairman. 

Mr. Clyde Wescott. 

Mr. A. L. Cavanaugh. 

Mr. G. E. Mitchell. 

Mr. H. L. Twining. 

Mr. R. G. Van Bleve. 

Mr. R. D. Wadsworth. 

58 



CIRCULARS ISSUED SINCE THE BEGINNING OF THE 
WAR FOR THE INFORMATION AND GUIDANCE 
OF MEMBERS OF THE SUPERVISORY AND 
TEACHING CORPS IN THE OR- 
GANIZATION OF WAR 
ACTIVITIES 

Several circulars were issued before June 30th ,one of which 
is especially significant ,that on Food Increase and Conservation, 
issued a few days after war was declared : 

"The world is facing an unprecedented deficiency 
in food supplies. In our own country, the supply is- con- 
servatively estimated to be the shortest since the Civil 
War. 

"Prices of practically all necessities are going up, 
and the poorer classes cannot pay their food bills now, 
on account of high prices. Increased food production is 
therefore a national need, and becomes a patriotic duty 
of everybody able to help in the matter. 

"The public has a right to expect the schools to lead 
in this matter, so far as home gardening is concerned. 
Moreover, the schools cannot afford to miss this oppor- 
tunity to marshal their resources for this necessary 
public service. 

"We have an agricultural department well or- 
ganized for carrying on school gardening work, and it 
is also doing all it can in fostering home garden activ- 
ities. But the problem of home gardening with its 
tremendous opportunities in Los Angeles is too large 
for that department alone to handle. Besides, the ad- 
ditional-work it is assuming is not alone departmental 
duty; it is clearly an opportunity and responsibility that 
the whole school should share. 

"In view of these facts, you and your teachers are 
urged to give this matter immediate attention and active 
co-operation. 

"The agricultural department is preparing, and is 
about to issue printed matter which w^ill outline the 
plan it proposes to put into operation, blanks for regis- 
tration of home gardeners, etc. 

"When you receive these circulars, you will please 
act upon the suggestions therein contained, giving the 
matter your earliest attention and continued support. 

"The burdens necessarily thrown upon those 

59 



teachers who are wilHng to undertake the home garden- 
ing continuation work will be heavy, and the success of 
their undertaking will depend largely upon the amount 
of support afforded them by principals and teachers. 

"I suggest, in accordance with the plans of the 
agricultural department that you immediately call your 
upper grades together — 4th to 8th inclusive. Explain to 
them the present food shortage, and that the general 
feeling is that war conditions both at home and abroad 
will make the supply even more acute during the next 
year. Make a strong appeal both economic and patriotic 
for as many of these pupils, both boys and girls, singly 
or in small voluntary groups, to begin immediately to 
plan their campaigns to assist the nation in its time of 
want. This is doubtless the best service they can render 
to their country at the present time. 

"A number of additional continuation teachers will 
be assigned to supervise home gardening, working 
evenings after school and Saturday forenoons. The work 
is being organized by the agricultural department on the 
supposition that sufficient teachers will be employed to 
properly supervise the work of the young gardeners dur- 
ing the summer vacation. 

"In an emergency like the present, it is assumed 
that principals will be governed in the conduct of their 
schools by the needs of their community. It is likely that 
in some schools it will be advisable to employ teachers 
to carry on home gardening by taking out small groups 
of children throughout the day. In these and other cases 
of need you are asked to offer any reasonable co-opera- 
tion, keeping in mind the importance of getting the 
gardens well planted at the earliest date. 

"Please request each class room teacher to make 
it a point to sustain the interest of her pupils in their 
home work by frequent reference to the progress of the 
work. This is necessary especially during the earlier 
more difficult and discouraging work of preparing the 
soil and establishing the young plants. Please make 
this work significant. It is a duty and no one should 
be permitted to fail in doing what he can." 

A notice was also sent to principals and teachers concerning 
collection for the Fatherless Children of France. More than 
$20,000 was contributed for this purpose by teachers and pupils 
in the public schools. 

60 



CIRCULARS ISSUED DURING THE SCHOOL YEAR 
1917-18 FROM SEPTEMBER TO JANUARY 31st. 

These circulars were known as "War Circulars" and were 
numbered seriatim. Twenty of them were issued during five 
months. 

CIRCULAR No. 1— September 19, 1917. 

This circular calls the attention of all principals and teachers 
to the need of securing books for soldiers on such subjects as 
aviation, submarines, automobiles, signalling, first aid, and 
study of the French language, so that every soldiers' camp 
should be supplied with an adequate library. (Excerpts) : 

"The first matter to which I wish to call your attention is 
the work of the American Library Association to secure books 
for soldiers and camps on such subjects as aviation, submarines, 
automobiles, signalling, first aid in hygiene, study of the French 
language, etc. It is intended that every soldiers' camp shall be 
supplied with an adequate library, it being understood that 
these libraries will not include works of fiction but books of 
instruction. This will not only enable all soldiers to continue 
their education but will afford them an opportunity for promotion 
and conduce to a better standard of living in our camps." 

WAR CIRCULAR No. 2— October 31, 1917. 

TO PRINCIPALS AND TEACHERS: 

The principals and teachers now have an opportunity to do 
a very solid service to the government without in any way up- 
setting the usual routine of business. As you know, it is the 
desire of the government that the families or dependents of 
those drafted should not suffer while they are in the United 
States Army or Navy service. The money which has been ap- 
propriated by the Red Cross is in no sense to be considered as 
a charity but as an honorable recognition of appreciation which 
w^e Americans have for the families of those who are serving us. 

As the funds, however, for the relief of such dependents are 
necessarily limited and as the Red Cross does not desire to offer 
any relief in those cases in which it would be resented as of- 
fensive, the Red Cross organization of Los Angeles is going to 
depend upon the teachers of the public schools to help out in 
determining where this money should be placed. 

It will be the business of each teacher to learn those chil- 
dren in her class who have relatives in the Army or Navy. This 
information should be obtained in a manner indicating that a 

61 



great honor is being conferred upon the class in having a 
relative of one of the soldiers attending. Moreover the child should 
be congratulated on the fact that his father, brother or male 
relative is in the service. 

On the card which is being sent you please note the numerals 
1, 2 and 3. In the case of those children who belong to families 
requiring no financial relief make a check. In making this judg- 
ment use your own best discretion. Under No. 2 check cases con- 
cerning which you cannot make a definite answer. Under No. 3 
check the names of children in those cases in which you have 
good reason to believe that home conditions are such as to re- 
quire relief. It is not expected that errors in judgment will be 
absolutely avoided by the teachers but that they will do the best 
they can. 

These cards will be in your hands not later than Saturday 
morning, November 3rd. If you find you have not a sufficient 
number telephone me Monday morning so more can be printed. 

Do not confuse questions Nos. 1 and 3, — No. 1 means well- 
to-do people and No. 3 means poor people. 

WAR CIRCULAR No. 3— October 31, 1917. 

This circular requests co-operation with the City Council 
of Defense in the promotion of a national campaign for food 
conservation: (Excerpts) 

"The State Council of Defense has requested the schools 
of Los Angeles to assist them in carrying out the National Food 
Campaign of the United States Administration. 

"Upon request of their representative you are authorized to 
give each child in your school a food pledge card to be taken 
home and then returned by him with the signature of his parent." 

WAR CIRCULAR No. 4— November 19, 1917. 

(NOTE: As early as May 4th notice had been sent out 
calling attention to a very modest venture suggested by Mrs. 
Otheman Stevens of Los Angeles. In this notice the pupils were 
asked to save tin and lead foil, Mrs. Stevens agreeing to send 
for it as soon as a sufficient amount was collected. In a few 
months this little movement was to develop into a great industry 
involving grave problems of transportation.) 

The fine lesson in thrift makes this work truly educational : 
our main object, however, is a business one, and its accomplish- 
ment should not be allowed to interfere with the work of the 
schools. Furthermore, the gathering of salvage should be con- 

62 



ducted with the utmost economy : e. g., if any principal can 
secure the services of a truck for his own school and neighboring 
schools occasionally, it will be a great help in making collections : 
if a baling machine for waste paper could be obtained by a large 
school, a considerable amount of valuable paper salvage can be 
saved. 

Precautions must be observed in storing the collections : 
preferably they should be stored in an outbuilding or a cement 
basement; never in a wooden closet or under a stairway. It is 
hoped that in the future collections may be made at regular in- 
tervals, in order to avoid storage for any length of time in the 
school building. 

At the present we shall arrange for as many collections as 
possible in the busy season before the Xmas holidays. The 
trucks will call at schools within given districts to be announced 
later. Outlying schools are earnestly solicited to send their 
donations to the Red Cross headquarters, but it will be impos- 
sible to collect from them. 

You will be notified by letter of the date on which a col- 
lection will be made at your school. 

A CAUTION WHICH MUST BE STRICTLY OBSERVED. 

No salvage should be given to any solicitor or truck driver 
who does not show an order signed by Salvage Committee. 
There are no other collectors authorized either by the Red Cross 
or by the Superintendent of Schools. 

Two other circulars, Numbers 13 and 19 also refer to this 
subject. 

WAR CIRCULAR No. 5— November 28, 1917. 

This was the first of several circulars on the establishment 
of the Junior Red Cross as requested by the President. Other 
circulars on the same subject are Numbers 9 and 19, 
To Principals and Teachers of All Schools. 
Ladies and Gentlemen: — 

In compliance with the desire expressed by the President 
of the United States we are considering the establishment of 
Junior Red Cross Auxiliaries in each High, Intermediate and 
Elementary School. Every school should become a member of 
this organization. Membership may be attained in one of two 
ways: by contribution or by service. 

Each school will be presented with a charter on evidence 
that there has been contributed in cash or service, an amount 

G3 



equivalent to twenty-five cents by each student or pupil. The 
cash is payable in five monthly installments of five cents each 
or in service representing twenty-five cents in value. This does 
not mean that each pupil in the school should have made this 
contribution, but that the total contribution, — whether money 
or service, — shall be equivalent to the total enrollment. The 
money may be made up by individual contribution or by con- 
tributions, from the student funds or entertainments, or from 
any other source whatever. It is conceivable that a school could 
get a charter without a cent of contribution from any one pupil, 
only service being rendered. Such a condition will not be prob- 
able inasmuch as the school will need some money. 

In addition each class room unit (in elementary schools 
this would mean each group of pupils under a single teacher) 
is entitled to a charter for the class unit. Here again it is neces- 
sary that the amount contributed by a class unit be equal to the 
total enrollment times twenty-five cents. 

Junior Red Cross buttons, however, are not to be worn by 
every pupil even though the school or class has a charter. A 
Junior Red Cross button is individual and those who wear it 
must have contributed individual service or money. When 
pupils are inducted into a charter it should be the occasion of 
a formal ceremony for we want to have the boys and girls take 
this matter seriously and as a manifestation of service to the 
country. 

The funds collected from pupils do not technically remain 
in the possession of the school principal for theoretically such 
funds should be sent directly to the Treasurer of the public 
school chapter fund, who is Mrs. Porter Ritchey, Room 718, 
Security Bank Building. THIS DOES NOT MEAN THAT 
THE MONEY MUST BE SENT BUT THAT A RECORD 
MUST BE GIVEN TOGETHER WITH ANY CASH BAL- 
ANCE WHICH THE CONTRIBUTING SCHOOL DOES 
NOT USE. THE ACCOUNT IS A CITY RED CROSS AC- 
COUNT AND THEORETICALLY EACH SCHOOL 
SHOULD BE AUTHORIZED TO EXPEND THE MONEY 
FURNISHED BY SUCH SCHOOL. Therefore the general 
treasurer must keep an account of all funds collected and their 
source and all money expended and for what purpose, for this is 
required by the National organization. Whether we like the ar- 
rangement or not, we must obey the rules of any organization 
which is authorized and requested by the President of the United 
States. I trust some schools can send in a money balance. 

Each school should have its own chairman who, exofficio, 

64 



is the principal, and a treasurer who, ex-officio, is a teacher. These 
people will sign the charters which will be sent to individual 
schools. 

Junior colleges may establish auxiliary Red Cross organiza- 
tions as pupils in these schools can not properly be considered 
members of the Junior Red Cross. 

Teachers when officers are so ex-officio. Their own Red 
Cross membership is a separate affair. 

WAR CIRCULAR No. 6— November 22, 1917. 

This circular notifies principals of the need of keeping 
adequate records of the various activities connected with the 
war, both for their historic value and for reference in case the 
information should be requested by persons who might need it. 

WAR CIRCULAR No. 7— December 3, 1917. 

This circular tells the principals of the result of long con- 
ferences with the Red Cross organization. It was the formation 
of these committees that permitted a business-like transaction 
of affairs and put an end to some threatened confusion: 

TO PRINCIPALS AND TEACHERS:— 

In order to avoid confusion and duplication of effort it has 
been decided that the various forms of Red Cross work, so far 
as the public schools are concerned, shall be in charge of the 
persons whose names are mentioned below: — 

IN CHARGE OF SALVAGE: 

For the Red Cross : For the Public Schools 

Mrs. Otheman Stevens Miss Sara Dole, Manual Arts H.S. 

IN CHARGE OF ALL SALEABLE ARTICLES 

MADE IN THE PUBLIC SCHOOLS FOR THE 
RED CROSS SHOP: 

Mrs. Maurice S. Hellman Mrs. Susan M. Dorsev 

Mrs. H. W. Frank 

IN CHARGE OF HOSPITAL GARMENTS, 
SEWING, KNITTING: 

Mrs. Robert M. Weed Miss Etta P. Flagg 

IN CHARGE OF SURGICAL DRESSINGS: 

Mrs. Lowell C. Frost Miss Etta P. Flagg 

65 



IN CHARGE OF CARPENTRY 

(Such as Crutshes, Packing Cases, etc.) : 

Mrs. R. Weed Miss Ethel P. Andrus 

IN CHARGE OF ART: 

Miss Alice Elliott Miss May Gearhart 

IN CHARGE OF CIVILIAN RELIEF: 

Mrs. Benjamin Goldman Albert Shiels 

PURCHASING AGENTS, RED CROSS SHOPS: 

Mrs. Isador Cohn Mrs. Hancock Banning 

It will be noticed from the foregoing committees that, on 
the part of the Red Cross, there are authorized persons in charge 
of certain activities in the schools and corresponding committee 
heads for the public schools. 

When any person or organization, including auxiliary Red 
Cross Chapters, desire any work done by the schools, they must 
not apply to the schools direct. Their request should be pre- 
sented through Chairmen of the parent Red Cross Chapter, 
whose names appear under the various heads. Requests other 
than those made by such Chairmen will not be recognized by the 
schools. 

When such Red Cross Chairmen have approved the applica- 
tion and have conferred with the school chairmen in their par- 
ticular department, the work will be done on time and according 
to the specifications desired. 

Principals and teachers should not use the schools or the 
pupils therein for any work of the Red Cross excepting with the 
approval of the respective school chairmen indicated above, and 
under his or her direction. 

Junior Red Cross Auxiliaries are not separate organizations. 
They are made up of pupils in the public schools under the direc- 
tion of the school authorities. The members of the Junior Red 
Cross are precisely those pupils who are going to be called upon 
for Red Cross co-operation. 

Nothing in this circular must be interpreted to interfere in 
any way with the activities of the Parent-Teachers Associations. 
These associations will continue to use schools as heretofore, 
for the purpose of giving entertainments or collecting money. 

It is understood however, that the pupils in the schools can- 
not be used for the purpose of making materials for any organiza- 
tion except in the manner outlined in the preceding paragraphs 
of this circular. 

66 



WAR CIRCULAR No. 7-A— December 5, 1917. 

A brief circular notifying principals and teachers of the 
opening of the Toy Shop on December 12th. 

TO PRINCIPALS AND TEACHERS: 

The toys, vogue articles, bread boards, and all other things 
for sale which have been made in the sloyd, card board, home 
economics and art departments of the schools are now ready for 
the Christmas sale of the Red Cross shop. 

These articles will be on exhibit at the Woodward Hotel, 421 
West Eighth Street (between Hill and Olive Streets), December 

12, 13, 14 where they will be sold both during and after the 
exhibit in the interests of Red Cross work. 

Principals are urged to give this notice of the exhibit and 
sale the widest publicity in the schools, asking the children to 
speak of it at home to parents and to friends. 

It will be well to post conspicuously the place and dates of 
the exhibit in all schools as well as to give the notice in class 
rooms. 

Woodward Hotel, 421 West Eighth Street, December 12, 

13, 14. 



WAR CIRCULAR No. 8— December 6, 1917. 

TO ALL PRINCIPALS:— 

Loyalty in Schools. 

There is no question in the mind of most of us, certainly not 
in my own, as to the loyalty of the teachers and pupils. 

Occasionally complaints have been made, although no real 
evidence has been adduced .indicating disloyalty. It seems im- 
possible to believe any teacher employed in the public service 
would be disloyal to the country. It is possible there may be a 
few pupils who are under the control of home influences which 
do not make for loyalty. In such cases the schools must not be 
quiescent, but militant, because it is our business to teach 
patriotism. In time of war we must do this especially without 
any respcet whatever to other considerations. 

Will you please have the accompaying letter read before 
all children who in your opinion can understand its meanings. 
Will you also have stress laid on its contents in a language which 
will appeal to them. If you pubHsh a school paper I should ap- 
preciate the publication of this letter. 

67 



Principals of each school are responsible for the display of 
any disloyalty on the part of any one in their school unless the 
matter has been dealt with effectively ,or failing that, unless this 
office has been notified. 

"Loyalty is one of the beautiful words of our lan- 
guage because it means the giving up of ones own self 
to another whether that other be a friend, a school, a 
family or a nation. True loyalty has in it nothing of 
self-seeking. Those who feel it most deeply exemplify 
what is finest in man's nature. 

"When a man is loyal to the nation, his heart thrills, 
not for those whom he knows but for the millions whom 
he can never know or ever hope to see. And because 
human beings must have one thing about which to twine 
their affections, there is always something which ap- 
peals to us all. In some countries it is a man.. In a 
democracy, — the Flag. For the Flag is a symbol of the 
hopes and fears of millions of his fellows. It stands for 
the meanest, it stands for the greatest. All of us are 
bound together by this common symbol of country. 

"Our country is now at war! We might stop here 
and remember that because we are at war, that in itself 
is an especial reason for loyalty to the country. A coun- 
try at war is subject to attack ; it is offering the lives of 
its sons on land and sea that the people and their govern- 
ment may be preserved. Therefore, because we are 
Americans, we should stand for the country, whole- 
heartedly and without compromise. 

"This would be true even if some of us believed 
that our country had embarked upon a war too hastily 
or too unwisely. If a mother sees her son fighting with 
an enemy in a death struggle, does she stop to inquire as 
to reasons? She realizes only his danger and she rushes 
to protect him. So a loyal citizen stands by his country 
in time of stress. Only traitors hold off to argue upon 
the merits of the case while the country's sons are on the 
firing line. 

"But now we are not only fighting a war; we are 
fighting a just war. All Americans should stand to- 
gether. And they do; except a very few noisy persons 
whom the wonderful patience of the American people 
permits to walk about while they play with arguments 
that they may feed their own vanity. Such persons have 
no way of becoming prominent except by being different 
from their neighbors. 

68 



"But that we may confirm our faith in the justice of 
this war, let us understand what the cause is, for which 
we are really fighting. 

"We are not fighting the German Empire alone, or 
the Prussian War Lord or his princelings or a military 
autocracy. We are fighting against an Idea, more de- 
structive than all. It is an idea that a nation has none 
of the moral responsibilities that an individual should 
have. According to this idea the state can do anything 
or order anything. Its soldiers may, as soldiers do things 
which as men, even the lowest savages have never 
stooped to do. Therefore, soldiers of our enemy have 
not only destroyed and killed ; they have annihilated ; 
they have tortured ,they have starved. This is the thing 
that faces us, this horrible conception that the state may 
do anything. It may break treaties, it may deceive 
friends, it may destroy women and babies, H may do 
things which the law forbids to mention. The state has 
neither responsibility, nor conscience, nor duty, except 
the duty of victory, which in this case means the satis- 
faction of autocracy. German authors do not deny the 
truth of this. They have made it a part of their new 
philosophy of kultur. What do we think of this outrage 
against civilization? If there are Americans whose 
loyalty is dubious, then either they are blind fools or 
they are worse, — the paid employes of an unscruplous 
Power. Masking themselves under the cloak of superior 
intelligence or superior wisdom, these extraordinary 
self-called Americans have the impudence to claim 
superior virtue. 

"The German subject who now resides in the 
United States, will, so long as the attitude and acts of 
his fellow-subjects permit, continue to enjoy protec- 
tion. We shall not ask him to sacrifice that feeling of 
loyalty to his country which we demand from citizens 
for ours. However, subjects of the German Emperor 
must remember that in speech and action they will be 
models of restrained expression. But Americans must 
be eloquent in both speech and action. There can be 
disloyalty in silence, as well as in speech. We must be 
loyal in thought, in word, in deed. If th's be true of 
Americans in general, how infinitely more is it the duty 
of loyalty for those in our public schools ! The schools 
are the living representatives of the nation and the great 

69 



nursery of its citizenship. The teachers are the officers 
of the state; the pupils are the wards of the state. 

"To us in the pubHc schools is given the keeping of 
the honor of the state at home as it is entrusted to no 
other person. There may be forgiveness for the trusted 
employee who betrays his employer, there may be for- 
giveness for the son who robs his home and betrays his 
fireside : But what forgiveness is there for him who be- 
trays country? The nation does not want them ; the state 
does not want them ; the school will have none of them. 
Wherever they may be found let them be cast out from 
the society of decent folk, not so much that they be 
punished ,as that their presence no longer defile. Purer 
than any other must be the atmosphere of patriotism in 
the schools. 

"As a nation we have given time and opportunity 
and wealth to the world. In the one hundred and forty 
years of our history we have learned to believe that a 
welcoming hand to a stranger across the seas would it- 
self ensure appreciation, understanding and gratitude. 
Save for a few it has. These few are ingrates. Let them 
return to the enemy if it is the enemy whom most they 
love. 

"Let our schools be a living example of loyalty for 
all men to see. The schools are not the buildings, nor 
the grounds, nor the text books. They are the boys and 
girls in the eschools, the men and women, who as teach- 
ers and pupils stand, and if necessary, fight for the 
American Idea: — that God never made the Earth as a 
plaything for the glory of an emperor or a military 
caste; that Government is for the benefit of individual 
men and women; that decency, helpfulness, truth and 
honor are ternal things, as valid for a nation as for those 
who dwell in it. 

"Let us, who belong to the public schools, give what 
we have, — let these ideas be spread among the peoples 
of the world and be accepted by them. We entered this 
war with pure motives ; we shall go out of it with clean 
hands. For we have not sought, nor shall we seek, the 
conquest of any nation's wealth or territory. What we 
demand is that civilization shall go marching on, and 
that no Government or Emperor shall set us back in the 
progress of the centuries. We believe that decency must 
prevail among all governments as among all men, and 

70 



that if war is necessary to bring this about, then war it 
shall be. Let those who believe in these things be with 
us; let the enemies of the republic be against us!" 

"ALBERT SHIELS, Superintendent." 

WAR CIRCULAR No. 9— December 7, 1917. 

This is the second circular on Red Cross memberships, giv- 
ing information concerning method of securing service member- 
ship : — 

TO PRINCIPALS AND TEACHERS: 

Additional Information and Answers to Various Questions. 

"Service Membership" for the Junior Red Cross is to be 
judged on a sliding scale. Each child should be judged accord- 
ing to his ability. Concrete examples of service are : Collecting 
salvage, running errands for the Red Cross, making articles for 
the Red Cross, etc. Children should be encouraged to give freely 
of outside time as well as of school time for patriotic service. 
Service rendered since December 1st may be credited and ap- 
plied on the membership fee. 

Previous one dollar memberships of pupils in the local Red 
Cross Chapters automatically become Junior Red Cross mem- 
berships until their date of expiration. Renewals should be made 
under J. R. C. regulations. Separate account should be made of 
such memberships in the report. 

Chapters or buttons will not be issued until memberships 
(money or service) are actually accounted for. 

All funds handled by the General Treasurer are open to 
check by the individual schools for the purchase of materials 
for J. R. C. work. 

Schools desiring to do so may aid in the purchase of buttons 
by remitting requisition and sufficient cash from the amount 
derived from J. R. C. memberships to the General Treasurer 
(Mrs. Ritchey.) The cost of these buttons is $5.00 per 1000. 

Question has been raised as to whether Junior Red Cross 
Chapters should be permitted to displace or have priority over 
Red Star Chapters. .The answer is, No. The Red Star is very 
valuable. A Junior Red Cross chapter can be added without in 
any way displacing the Red Star. If children have paid for the 
Red Star, payment should not be asked for the Red Cross, be- 
cause the Red Cross membership fee could then be made in 
service, 

71 



In this connection, it is desirable that principals read the 
circulars carefully, because many of the questions which have 
been asked have been answered in the circulars themselves. 
YOUR ATTENTION IS PARTICULARLY DIRECTED TO 
THE FACT THAT IN NO CIRCULAR ISSUED DURING 
THE CURRENT SCHOOL YEAR HAS THERE BEEN ANY 
REQUEST, DIRECT OR IMPLIED, THAT TEACHERS 
SHOULD PAY ANY MONEY WHATEVER. 

WAR CIRCULAR No. 10— December 11, 1917. 

This is the first circular issued on the subject of co-operation 
in the registration of citizens for service. It contains extracts 
from the President's call to teachers of the country. Other 
references to the co-operation of the teaching force will be found 
in Circulars 12, 17 and 20. 

WAR CIRCULAR No. 11— December 19, 1917. 

This is the first of three circulars on the subject of Thrift 
Stamps, and the reasons for selling them. Circulars concerning 
the Thrift Stamp Drive are given in full because of many re- 
quests which have been made as to the method of procedure. 
Reference to this is also made in Circulars 14 and 16. 

TO ALL PRINCIPALS:— 

The phrase, "conservation of our resources," falls easily 
from our lips. Few of us pause to analyse its true significance 
and to just what extent it is applicable to each and every one of 
us in our daily life and work. 

The formation of habits looking to the elimination of waste 
cannot be too strongly impressed upon each individual. Espec- 
ially is this true during the time our country is at war. Every 
effort therefore, should be made to inculcate habits of THRIFT 
together with a careful and conservative use of the supplies 
which enter into daily use in the life of the average individual. 
Lessons of THRIFT learned and habits formed looking to waste 
elimination in youth are lasting in their effect and of inestimable 
value to all in later life, not to mention the material and tangible 
inroads we may thereby make in our great national aversion, 
"the high cost of living." 

The teachers and students of our public schools have a very 
real and true conception of their duty to the nation, and to the 
community as well, during this world wide crisis into which we, 

72 



as a people, have been somewhat unwilHngly, but nevertheless 
unitedly, thrown. They have come to realize that we are at w^ar 
and at war to win. This conception has already been strongly 
manifested in the many and varied forms of war activities which 
the schools of the country are carrying to so successful a con- 
clusion. 

However great has so far been their contribution to the 
sum total of Red Cross work, the Red Star, Home Gardening, 
Salvage and the legion of other activities of construction and 
production which now form a part of our school curriculum, they 
have a still further and greater opportunity before them, i. e. the 
privilege of demonstrating to the community and to the nation 
at large the necessity for, and the material advantages accruing 
to each and every individual in this great country, in the careful 
and conservative use of every article produced into which the 
skill and labor of the vast army of workers of the nation has 
entered. A nation in war to win must husband all its resources, 
else the winning becomes a long and expensive ordeal. It is 
only through the release of labor from the production of the 
thousands of articles formerly entering into our daily consump- 
tion that we may hope completely and adequately to equip and 
supply our army across the sea. So we are but now beginning 
to see and weigh at its true value the elimination of waste. 

Practical demonstrations and lessons tending to show the 
value of careful usage of staple commodities of daily consumption 
are available on every hand. Each teacher in the public schools 
should take every possible advantage of each opportunity pre- 
sented to inspire vividly and forcefully their pupils with habits 
of THRIFT. Such lessons driven home ,and through constant 
practice becoming the custom and habit of a community, can 
but have far reaching results, not only for the individual himself, 
but, in times like these, for the nation as well. The husbanding 
of each individual's resources is an important and much to be 
desired result. It releases for other purposes a certain portion 
of the funds which hitherto have gone into our daily budget of 
expenditures. At a time when the nation is seeking in every 
possible way to raise revenues to carry on the stupendous ex- 
penditures necessary to conduct to a successful conclusion such 
a tremendous war, the daily accretion by individual sums, no 
matter how small, becomes a matter of prime importance. When 
whole heartedly and consistently followed by a nation such as 
this great United States of America, the sum total is of trem- 
endous import and of value incalculable. 

To aid in carrying out this great idea, our Government has 
placed at the disposal of these citizens wishing to enter into a 

73 



practical demonstration of the value of consistent land well 
ordered habits of saving an enormous issue of Thrift Stamps. 
They are guaranteed by our Government to be of value, not only 
to each subscriber, but to the nation as well. 

The simplicity and flexibility of a system which permits 
the saving of such small units as 25c ; the liberal rate of interest, 
and, finally, the knowledge that the Government is the banker, 
cannot but tempt us all to avail ourselves of the opportunity 
which is offered to the schools in this great campaign of mak- 
ing available for immediate use the small savings of a frugal and 
well ordered nation. 

Literature explaining in detail the working of the Govern- 
ment's Thrift Stamp Campaign is now placed in your hands. 
The plan and operation of this new system of "Banking" is so 
easily carried out, that I kow we may count upon the instant 
and hearty co-operation of every teacher and every pupil in this 
work of Thrift Stamp Savings. 

All teachers are to present to children directly, and to 
parents as well ,the great desirability of buying Thrift Stamps, 
not only to aid the Government, but to teach children thrift. The 
whole scheme, therefore, is to be conceived as both patriotic and 
educational. I am enclosing sample thrift cards and the Govern- 
ment pamphlet of instruction, which each teacher should ex- 
amine carefully. 

If every fourth pupil in the public schools of Los Angeles 
filled a book, the amount saved would be $100,000. The average 
should be greater, as any one child can fill any number of books. 

Directions in general: — 

1st. 1. Let the principal read the accompanying card and 
circulars carefully. 

2. Have a conference with your teachers and determine the 
following : 

(a) How best to teach the subject to the children. 

(b) How to get parents interested. 

(c) How to create an absolute passion for reducing all 
waste. Saving is a habit and can be acquired. 

(d) How to keep up enthusiasm. When a child gives up 
25c in candy during a fortnight, or does 25c worth of extra work 
for which he receives money, or in any way saves 25c that would 
otherwise be wasted or unearned, the child has done a service 
to the community and himself. 

(e) How to keep up enthusiasm : Let there be abundant 
praise and recognition of the patriotic child — not those who buy 

74 



the most stamps necessarily, but those who make the greatest 
sacrifice in buying. 

2nd. Practical Directions for Individual Schools. 

(a) The Superintendent has stamps. He is personally re- 
sponsible for them and must pay. Therefore it will help tremen- 
dously if, in collecting stamps ,the school principal pays him in 
advance $5, or multiples of 5, for the stamps addressed to him. 
Until I notify otherwise I shall redeem any stamps unsold. 

(b) After you buy the stamps, sell them through the 
teachers. Each principal will arrange his own method in selling 
the stamps to the teachers. 

(c) When a card is filled, it will be presented through the 
principal to this office, where a signed certificate will be given 
in exchange. The card should be accompanied by the necessary 
amount of interest determined on the time of payment. 

(d) There has been much talk of school savings bank. We 
shall consider this the school savings bank. 

(e) It will be noticed that certificates are redeemable in 
1923 by the government; or they will be redeemable for less 
than their face value before 1923 by the government; but this 
latter fact should not be stressed, for it is a good thing, once 
money is saved, to learn to keep it saved. 

WAR CIRCULAR No. 11^— December 31, 1917. 

A reminder to teachers that no circular must be interpreted 
as requesting the payment of any money by the pupils. This 
is the second reference made to this topic. 

TO PRINCIPALS AND TEACHERS;— 

The Superintendent has repeatedly stated that no teacher 
should be asked for money for any purpose whatever. From time 
to time organizations for war purposes have requested that the 
teachers in the schools be notified of their activities. In every 
case they are told that if an organization is approved by the 
United States government, and if their privileges or opportunities 
are open to all persons without distinction, that the work they 
are doing may be brought to the attention of those teachers who 
might be interested. However ,this precludes absolutely any 
request for payment. 

UNDER NO CIRCUMSTANCES MUST ANY REQUEST 
FOR MONEY OR SUBSCRIPTIONS OF ANY NATURE 
WHATEVER be brought to the attention of pupils in public 
schools, with the following exceptions; The Red Cross (pay- 

75 



able in service or cash), the Red Star and Thrift Stamps, which 
last are properly speaking not subscriptions, but savings. 

WAR CIRCULAR No. 12— December 31, 1917. 

This circular gives information to principals concerning 
methods of co-operation between the school system and the Legal 
Advisory Boards for registrants. 

WAR CIRCULAR No. 13— December 31, 1917. 

This is the second circular on Salvage, containing detailed 
directions as to methods of transportation: — 

TO PRINCIPALS AND TEACHERS:— 

SALVAGE. 

New rulings on salvage will become effective January 1, 1918. 
They are recorded below: 

(1) All salvage collected for the Red Cross must be sold 
through the local Red Cross Chapter. This regulation has been 
received from Washington. The reason is obvious, since better 
prices can be obtained through the sale of large quantities in 
this way. 

(2) All money obtained from the sale of school salvage will 
be retained by the Red Cross Financial Committee, and invested 
in Red Cross materials, such as wool, for school use. A report 
of the amount will be rendered to Mrs. Ritchey, who may, at the 
discretion of the Chapter School Committee, allow such schools 
as may be decided upon the privilege of obtaining these materials. 

(3) The individual child may gain "service membership" 
by bringing in salvage, and the amount for such membership 
must be determined by the principal or teacher. 

(4) Hereafter all newspapers and magazines will be col- 
lected as salvage by the Los Angeles Woman's Council of De- 
fense, who have volunteered to do their bit in this way for the 
local Red Cross Chapter. Schools having a considerable amount 
on hand should call Main 6090. From the original list please omit 
further collection of garden hose, and add kid gloves. 

(5) Principals will receive notice of the time when salvage 
will be called for within each district, and are asked to co-operate 
with the Salvage Committee by suggesting the names of school 
patrons with autos or trucks who will help in the collection. It 
will be impossible for the local committee to undertake the col- 

76 



lection of salvage from outlying districts, but it is hoped that 
such districts will co-operate and undertake their own delivery. 

(6) Drivers will present orders on principals for salvage, 
and will in return give receipts on forms provided. 

(7) Each school is urged to make a drive at regular in- 
tervals. A bag in each room marked with a Red Cross will be 
a constant reminder. Original methods will bring results. Sug- 
gestions for posters will be furnished through Miss Gearhart, of 
the Drawing Department. 

WAR CIRCULAR No. 14— January 8, 1918. 

The second of the Thrift Stamp circulars , arranging special 
days for the sale of various kinds of stamps. 

TO ALL PRINCIPALS:— 

THRIFT STAMPS. 

The Thrift Stamp Campaign in the Los Angeles City Schools 
is progressing with splendid results. During the first four days 
more than eight thousand stamps have been sold. 

(1) To facilitate the delivery of Stamps, please observe the 
following : 

(a) Elementary principals may secure Thrift Stamps on 
Mondays, Tuesdays and Wednesdays. 

(b) High and Intermediate principals may secure stamps 
on Thursdays. 

(c) Out of town principals will be supplied on Fridays. 
Saturday morning is open to all. 

(2) War Saving Stamps and certificates may be secured 
the day following that on which application is made. Applica- 
tions must contain the names and addresses of those for whom 
certificates are to be made and should be accompanied by either 
checks, completed Thrift Stamps cards with accrued interest, or 
paper currency. 

(3) Principals are requested to make remittance for Thrift 
Stamps by check or paper currency only, as we have no facilitiies 
in this office for wrapping coins. All checks should be made 
payable to Porter Elizabeth Ritchey. 

(4) When a messenger is sent to this office to purchase 
stamps, they pay the money and receive the stamps therefor. 
All responsibiility necessarily ceases after this transaction. It 
is, therefore, important that any one who is sent for stamps be 
competent to count the number of stamps received and thus 

77 



insure delivery of the full amount of stamps for which remittance 
is made. 

(5) It is suggested that each principal delegate some teacher 
in his school to act as "Publicity Agent" for the Thrift Stamp 
Campaign, provided the principal does not himself wish to under- 
take the work ,and that items of general and human interest be 
collected in each school and sent to this office. Anecdotes of 
original and amusing methods of saving adopted by children in 
order to purchase Thrift Stamps are of general interest and arouse 
a sympathetic appeal in a campaign of this sort. In submitting 
such information names should not be given. 

WAR CIRCULAR No. 15— January 9, 1918. 

Notification to principals of the distribution of copies of a 
re-print of Hugh Gibson's Diary on his work in Belgium: 

TO ALL PRINCIPALS:— 

(1) We have for distribution in the schools 2400 copies of 
a re-print of Hugh Gibson's Diary of Belgium's Doom, which 
has been appearing in one of the morning papers of Los Angeles. 
These re-prints include the story up to and including Monday, 
January 7th. Principals may receive the copies allotted to their 
school by calling on Miss Bloom at the telephone exchange. 

The value of the presentation of this story to our school 
children is quite obvious, and it should be made a basis of study 
in the class room. Such children as are mature enough to under- 
stand it should learn the story of the Belgium Invasion. The fact 
that this particular story is written by an eminent American, 
who is also a citizen of Los Angeles, is a pertinent circumstance. 

Beyond the date mentioned above, if the principals and 
teachers wish to continue this story it is optional with them, but 
it is understood that in no case should there be any advertise- 
ment of the paper in which this story is appearing. 

(2) We are advised that 75,000 Junior Red Cross buttons 
are being shipped to us from Washington. Schools will be im- 
mediately notified when deliveries are to be made. An emergency 
shipment of only 1,000 arrived Monday. These have been por- 
tioned out as equitably as possible in the order in which requests 
w^ere received from the schools. 

WAR CIRCULAR No. 16— January 15, 1918. 

The third of the circulars on Thrift Stamps. Special pro- 
vision is made in this circular for receipts, through the signing of 

78 



which principals may be advanced Thrift Stamps in $10, $25, 
and $50 lots. 



THRIFT STAMP RECEIPT 

Los Angeles, Calif., 1918 

I, , Principal of 

School, hereby acknowledge the receipt of $ 

worth of Thrift Stamps, for which I promise to render 
an accounting to Albert Shiels, Superintendent of the 
Los Angeles City Schools, or his agent, thirty days from 
the date indicated above, and under the conditions given 
on the reverse side of this receipt. 



TO ALL PRINCIPALS:— 

THRIFT STAMPS 

(1) Twenty-two thousand Thrift Stamps were sold during 
the opening week of the campaign in the public schools of Los 
Angeles. As the volume of sales shows every indication of in- 
creasing, and as the present method of handling the sale of Thrift 
Stamps and War Saving Certificates has proven too cumber- 
some, it has been decided to make the following changes in pre- 
vious instructions issued by this office : 

Beginning at once principals may purchase Thrift Stamps 
for their schools from either the banks, the postal employes or 
the Superintendent's office, as may best suit their convenience. 
THIS METHOD IS ADOPTED BECAUSE IT IS THE 
MOST CONVENIENT FOR ALL CONCERNED. 

(2) For those principals who desire to take advantage of 
the following arrangement, a special form of receipt has been 
prepared through the signing of which principals may be ad- 
vanced Thrift Stamps in $10, $25 and $50 lots, as desired. Prin- 
cipals who wish to use this method of purchasing Thrift Stamps 
should notify Mrs. Ritchey one day in advance of such proposed 
purchase together with the amount of stamps desired. 

(3) To carry out the arrangement outlined above it is nec- 
essary, for the purposes of report to the Government and in 
order to supervise and encourage the sale of Thrift Stamps 
through this office, that each principal render to the Super- 

79 



intendent on the first of each calendar month a report giving the 
following information: 

1st. Number of pupils in. ...School who 

purchased Thrift Stamps during month of 1918. 

2nd. Total number of Thrift Stamps purchased by the 

pupils of School during the month of 

...1918. 

3rd. Total number of pupils who have completed Thrift 
Stamp Cards during the month of 1918. 

4th. Total number of Thrift Stamp Cards completed dur- 
ing the month of... ...1918. 

(Note: In order to avoid duplication of the record kept in 
this office up to the time this new method of handling Thrift 
Stamps is put into effect, your report for January should only 
include those stamps sold by you after this notice is received, 
i. e. January 16th. 

Upon presentation of satisfactory evidence of such purchase, 
principals may credit pupils with Thrift Stamps purchased out- 
side of the school; also, under items Nos. 3 and 4 may be in- 
cluded War Savings Stamps purchased by cash payments in lieu 
of completed Thrift Stamp Cards.) 

Blanks will be furnished principals upon which to make 
the above report. In order to prepare such a report it will be 
necessary for each school to keep an accurate record of the pupils 
who buy Thrift Stamps and the account should be kept in such 
manner that at any time it may be ascertained just what pro- 
gress each child is making. 

WAR SAVINGS STAMPS. 

(4) Hereafter completed Thrift Stamp Cards may be con- 
verted into War Savings Certificates in either of the two follow- 
ing ways: 

1st. The pupil or parent may present the same, together 
with the accrued interest necessary at the time of such conversion, 
at any bank or post office, or 

2nd. The pupil may bring the card and accrued interest 
to the principal or his representative, who may then make for 
him the necessary transaction. Principals accepting Thrift Cards 
for conversion are cautioned not to hold same in their possession 
beyond the date on which the accrued interest payment auto- 

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matically advances in amount. It should be stipulated that com- 
pleted Thrift Cards must be delivered for conversion at least 
two days before the date on which the accrued interest payment 
changes. 

Under the above procedure it will not longer be necessary 
for principals to bring completed Thrift Cards to this office 
for conversion into War Savings Stamps ,and principals should 
arrange to secure this conversion elsewhere. 

IN CARRYING OUT THE INSTRUCTIONS CON- 
TAINED IN THIS CIRCULAR, PLEASE BEAR IN MIND 
THE DISTINCTION BETWEEN THRIFT STAMPS AND 
WAR SAVINGS STAMPS. 

In conclusion, permit me to extend to the principals, teachers 
and pupils my appreciation of the active interest, which has 
uniformly been manifested in carrying out the Government's ap- 
peal to the schools. The results already obtained indicate that 
the seed did not fall upon barren soil. That the Government's 
confidence in its public schools was justified is demonstrated 
when the Government's agents tell us that the schools have 
been the largest purchasers of Thrift Stamps and War Savings 
Certilcates. 

MONTHLY STAMP REPORT. 

School. Month of 19.... 

1. Number of pupils in this school who purchased 

Thrift Stamps during this month - - - 

11. Total number Stamps purchased by the pupils 

of this School during this month - - - - 

III. Total number of pupils who completed Thrift 

Stamp cards during this month - - - - _ 

IV. Total number of Thrift Stamp Cards com- 

pleted by this School during this month - 

NOTE — Upon presentation of satisfactory evidence of such pur- 
chase, principals may credit pupils with Thrift Stamps purchased or 
cards completed outside of the school; also, under Items III and IV 
may be included War Savings Stamps purchased by cash payments in 
lieu of completed Thrift Stamp Cards. 
File Monthly Reports by first of each calendar month with Mrs. Ritchey. 

WAR CIRCULAR No. 17— January 24, 1918. 

This circular contains letters from President Wilson and the 
Provost Marshal General regarding the work of the teachers in 
classifying all the men in the Selective Service System : 

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WAR CIRCULAR No. 18— January 25, 1918. 

This calls attention to the request of the United States Fuel 
Administration that January 30th be observed as Fuel Conserva- 
tion Day throughout the United States : 

TO PRINCIPALS AND TEACHERS:— 

The United States Fuel Administration has asked that 
January 30th be observed as Fuel Conservation Day throughout 
the United States. 

In order to forward such a movement, they have sent to all 
the schools of the country a supply of Shovel Tags sufficient to 
provide one tag for each student. On the reverse side of this tag 
there are given some valuable suggestions on methods of sav- 
ing coal. 

A supply of these tags has been received, with the request 
that the students be asked to tie one of the tags on every coal 
shovel in the city of Los Angeles, January 30th. 

These tags, it is to be remembered, were issued by the 
government at Washington for the whole country. It is not, 
therefore, extraordinary that in some cases their use is not so 
appropriate as in others. As a rule Los Angeles homes can not 
save much coal because they do not use it but they can save oil 
and gas. 

Therefore, in giving these tags it must be explained to 
many of the children that they are not to be taken literally, but 
as reminders to be economical in the use of any sort of fuel em- 
ployed. 

WAR CIRCULAR No. 19— January 29, 1918. 

This circular gives further information in regard to the 
Junior Red Cross: 

TO ALL PRINCIPALS:— 

JUNIOR RED CROSS. 

(1) Requests for J. R. C. buttons may be sent in by mail 
and should be accompanied by check or authority for the treas- 
urer to draw against the Junior Red Cross fund. In order that 
pupils who are leaving school at the end of the present semester 
may be provided with buttons, your request should show 
separately the number of buttons needed for those students, and 
the number for those who will remain in the school. We have 
been notified that 10,000 buttons have been shipped and, when 

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received, they will be distributed in the order in which requests 
have been filed. The purchase price of buttons is $5.00 per 
thousand and remittances should be made on the basis of one- 
half cent per button. 

(2) Payment for Memberships. As you have been previously 
advised, efforts should be made to encourage the purchase of 
buttons through individual effort and service. The nature of the 
service and conditions surrounding each case should, of course, 
govern the amount of credit given. .It should not be implied that 
service ceases upon payment of fee and granting of member- 
ships. 

(3) Salvage. As a great many requests have been received 
for a schedule of prices for salvage, which might be used in al- 
lotting memberships, the following suggestions are made : 

1 pound tin foil per membership. 
25 pounds newspapers per membership, 
50 bottles per membership. (Only clean bottles should be 
accepted.) 

Rubber, metal waste, etc., are valuable salvage and the sav- 
ing of such items should be encouraged by placing a liberal al- 
lowance on them. 

Hereafter all salvage will be called for at regular intervals 
during the month by Red Cross trucks. You will be given definite 
advice later of the week during which collection will be made 
from your school. Principals are requested to hold salvage until 
the truck calls for it and not carry it to headquarters. School 
salvage will be sold in bulk and a monthly statement will be 
rendered to the General Treasurer showing credit balances which 
may be applied on free materials for the schools. On receipt of 
this information, Miss Flagg will notify individual schools of 
their allotment of material. In making this allotment, those 
schools without funds and in need of material will take 
precedence. 

Please do not accept old clothes at the schools. Collection 
of such articles will be made by the Red Cross direct from the 
homes. 

Particular care should be exercised in the sorting of salvage 
that fire hazards may be avoided. 

Attention is also directed to the instructions contained in 
War Circular No. 4, dated November 19th, relative to the 
preparation of salvage for collection. 

83 



(4) Free Materials. In future all materials listed as "Free 
Materials" are to be secured from Miss Flagg's office or upon 
her order. This includes wool for knitting, gauze, muslin, etc. 

These regulations apply to all schools and are made at the 
request of the Red Cross as they find it impossible to handle 
direct the requests of principals, teachers and pupils. 

Owing to scarcity of materials and delays due to freight 
congestion, etc., your indulgence is requested. We are sure the 
Red Cross authorities are endeavoring in every way to expedite 
distributions of materials in an impartial manner. 

(5) Purchased Materials. All money deposited by 'the 
General Treasurer in the Junior Red Cross Fund is subject to 
check for the benefit of the school depositing it. Checks will be 
drawn on request of Deputy Treasurers to Mrs. Ritchey. Mater- 
ials, however, should only be purchased after consultation with 
Miss Flagg. The same regulation applies to schools holding 
accounts in separate banks, with the exception that Deputy 
Treasurers after checking should notify the General Treasurer 
of expenditures. 

WAR CIRCULAR No. 1-A. 

This circular provides for the making of service flags in the 
High Schools ; the flags to contain one star for each student and 
for each member of the teaching corps who has left the school 
since the beginning of the war, and is in the employ of the 
Federal Government. 



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LIBRARY OF CONGRESS 



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